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Tom Morton


PRESENTATIONS

Morton, T. (2016). Multilingual education as mixed pedagogic practice: Using Bernstein’s theory of pedagogic discourse to characterise different approaches. 21st Sociolinguistics Symposium, University of Murcia. 17 June.

Morton, T. (2015). Pedagogical Content Knowledge for Content and Language Integration in Bilingual Education. CLIL Colloquium. Centro Cultural La Corrala, Universidad Autónoma de Madrid. 10 June.

Morton, T. (2015). Multiplicities in learning content through an L2: expanding the plurilingual communicative repertoire. AESLA, Universidad Politécnica de Madrid. 16-18 April.

Morton, T. (2014). ‘Maybe in English they do it that way but not in science’: classroom interaction and teacher knowledge and identity in teaching content in an additional language. Linguistic Ethnography: Benefits and Challenges. Explorations in Ethnography, Language and Communication 5. University of Manchester, 11-12 September.

Morton, T. and Jakonen, T. (2014). Knowledge as social interaction across CLIL contexts. Paper presented at AILA World Congress 2014, Brisbane, Australia, 12 August.

Morton, T.,and Jakonen, T. (2014). The interactional management of knowledge in CLIL classrooms. Sociolinguistics Symposium 20, Universidad de Jyväskylä (Finland), 15-18 June.

Morton, T., and Llinares, A. (2014). The interpersonal function as an index of content achievement in CLIL. AILA CLIL Research Network Symposium, Universidad Pablo de Olavide, Sevilla, 4-5 April.

McCabe, A., Morton, T., Llinares, A., and Whittaker, R. (2013). Appraisal analysis of secondary school history texts in two modes. 24th European Systemic Functional Linguistics Conference and Workshop – Coventry University, 1-3 July.

Jakonen, T., and Morton, T. (2013). Resolving knowledge gaps in small group interaction in a CLIL classroom. Applied Linguistics Perspectives on CLIL (ALP-CLIL) Conference, Universidad Autónoma de Madrid, 5-8 June.

Morton, T. (2012). Classroom talk and content and language learning in CLIL classrooms: possibilities, prospects and challenges. Invited plenary. Almagro CLIL Congress, Almagro, Spain, 16-18 July.

Llinares, A., and Morton, T. (2012). Students’ use of appraisal in Content and Language Integrated classrooms. European Systemic Functional Linguistics Conference and Workshop 2012, Bertinoro, Italy 9-11 July.

Morton, T. (2012). Language use and content and language learning in CLIL classrooms: possibilities, prospects and challenges. Invited plenary. National Seminar “E-CLIL per una didattica innovativa”, Ministry of Education, Rome, 23 May.

Morton, T., Llinares, A., Dalton-Puffer, C., and Nikula, T. (2012). Teachers’ evaluative practices in content and language integrated classrooms. AAAL Conference, Boston, USA, 24-27 March.

Morton, T. and Llinares, A. (2011). CLIL with attitude: negotiating evaluative meanings in classroom interaction in L2-mediated academic content learning. Classroom-oriented research: Achievements and challenges. Department of English Studies, Faculty of Pedagogy and Fine Arts. Adam Mickiewicz University, Kalisz, Poland. 14-16 Oct.

Llinares, A. and Morton, T. (2011). Evaluative language in Content and Language Integrated classrooms: a comparative study of activity types in three European contexts. INT-EVAL: International workshop on the evaluative function of language. Universidad Nacional de Educación a Distancia (UNED), Madrid, 6-8 Oct.

Llinares, A., Morton, T., Dalton-Puffer, C. & T. Nikula. (2011). Evaluative language in Content and Language Integrated classrooms: a comparative study across contexts. The 16th World Congress of Applied Linguistics (AILA 2011). Beijing Foreign Studies University, Beijing. 23-28 August.