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Tom Morton


PRESENTATIONS

Morton, T. (2019). Using assessment to support learning in CLIL and Bilingual Education. Primer congreso interautonómico Comunidad de Madrid-Castilla-León: Language learning and internationalization in school contexts: The outcomes of bilingual models and teacher professional development. Innovation and prospects. Valladolid, 9 February, Madrid, 16 February.

Llinares, A., & Morton, T. (2018). Opinions versus research: challenging the myths about bilingual education and CLIL. International conference on bilingualism and interculturality: Challenges, limits and solutions, UNED, Madrid, 29-30 November 2018.

Morton, T. (2018). Using cognitive discourse functions to integrate content, language and literacy in assessment in bilingual education. 2nd International Conference for Professionals in Bilingual Education, Madrid, 1-2 June 2018.

Linares, A., & Morton, T. (2018). Exploring in two languages. Language, identity and education in multilingual contexts (LIEMC18). Dublin, 2 February 2018.

Morton, T. (2017). Content and language integration in multilingual education as a ‘wicked problem’: towards a transdisciplinary approach. Invited plenary talk. Sixth annual international research methods summer school (IRMSS). University of Limerick, Ireland, 25 May 2017.

Morton, T. (2016). English-medium instruction as translingual practice in contact zones. The 2nd LEGMC Colloquium Language Education in Global and Multilingual Contexts. Rikkyo University, Tokyo, 20 December 2016.

Llinares, A., Morton, T., Evnitskaya,  N., Whittaker, R. (2016). Combining systemic functional linguistics and cognitive discourse functions in analysing upper primary learners’ expression of science and history content in L2 English. Sixth International Conference on Immersion and Dual Language Education. University of Minnesota, 22 October, 2016.

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.