Llinares, A., and Morton, T. (2017). Applied Linguistics Perspectives on CLIL. Amsterdam: John Benjamins.
Morton, T., and Gray, J. (2017). Social interaction and English language teacher identity. Edinburgh: Edinburgh University Press.
Llinares, A, Morton, T, & Whittaker, R. (2012). The Roles of Language in CLIL. Cambridge: Cambridge University Press.
Morton, T. (2019). Teacher education in content-based language education. In S. Walsh & S. Mann (Eds.), The Routledge Handbook of English Language Teacher Education (pp. 169-183). Abingdon: Routledge.
Morton, T. and Evnitskaya, N. (2018). Language alternation in peer interaction in content and language integrated learning (CLIL). In A. Filipi and N. Markee (Eds), Conversation Analysis and Language Alternation, Amsterdam: John Benjamins, pp. 61-82.
Morton, T. & Llinares, A. (2017). Content and language integrated learning: Type of programme or pedagogical model? In Llinares, A. & Morton, T. Applied Linguistics Perspectives on CLIL, pp. 105-24. Amsterdam: John Benjamins.
Llinares, A., & Morton, T. (2017). Speech function analysis to explore CLIL students’ spoken language for knowledge construction. In A. Llinares and T. Morton (Eds). Applied Linguistics Perspectives on CLIL. Amsterdam: John Benjamins. pp. 129-148.
Leung, C., & Morton, T. (2016). Language competence, learning and pedagogy in CLIL: deepening and broadening integration. In T. Nikula, E. Dafouz Milne, P. Moore & U. Smit (Eds.). Conceptualising Integration in CLIL and Multilingual Education. Bristol: Multilingual Matters. (pp. 235-248).
Morton, T., & Jakonen, T. (2016). Integration of language and content through languaging in CLIL classroom interaction: a conversation analysis perspective. In T. Nikula, E. Dafouz Milne, P. Moore and U. Smit (Eds.). Conceptualising Integration in CLIL and Multilingual Education. Bristol: Multilingual Matters. (pp. 171-188).
Morton, T. (2016). Being a language teacher in the content classroom: teacher identity and content and language integrated learning (CLIL). In S. Preece (Ed). Routledge Handbook of Language and Identity. London: Routledge. (pp. 382-395).
Morton, T. (2016). Content and Language Integrated Learning. In G. Hall (Ed), Routledge Handbook of ELT. London: Routledge (pp. 252-264).
Morton, T, and McCabe, A. (2016). Journey of Three Digitised Texts: Entextualisation and Recontextualisation in a Corpus Study. In S. Gardner and S. Alsop (Eds.) Systemic Functional Linguistics in the Digital Age. Sheffield: Equinox.
McCabe, A., & Morton, T. (2016). Longitudinal study of two CLIL classrooms in Spain: Results from written and spoken data. In Papaja, K. and Swiatek, A. (eds.) Modernizing Educational Practice Perspectives in Content and Language Integrated Learning. Newcastle: Cambridge Scholars Publishing. (pp. 149-169).
Morton, T. (2013). Critically evaluating materials for CLIL: Practitioners’ perspectives and practices. In J. Gray (Ed.). Critical Perspectives on Language Teaching Materials. Basingstoke: Palgrave. (pp. 137-60).
Llinares, A., and Morton, T. (2012). Social perspectives on interaction and language learning in CLIL classrooms. In E. Alcón and M.P. Salfont (Eds.) Discourse and Language Learning across L2 instructional settings. Amsterdam: Rodopi.
Morton, T. (2010). Using a genre-based approach to integrating content and language in CLIL: the example of secondary history. In Dalton-Puffer, C., T. Nikula, & U. Smit (Eds) Language use in Content-and-language integrated learning (CLIL). Amsterdam: John Benjamins.
Morton, T. (2009). Integrating language and content in secondary CLIL history: the potential of a genre-based approach. In Carrio-Pastor, M. (Ed.) Content and language integrated learning: leveraging cultural diversity. Bern: Peter Lang.
Morton, T. (2020). Cognitive Discourse Functions: A Bridge between Content, Literacy and Language for Teaching and Assessment in CLIL. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 3(1), 7-17.
Morton, T. (2018). Reconceptualizing and describing teachers’ knowledge of language for content and language integrated learning (CLIL). International Journal of Bilingual Education and Bilingualism, 21 (3): 275-86.
Morton, T., & Llinares, A. (2018). Students’ use of evaluative language in L2 English to talk and write about history in a bilingual education programme. International Journal of Bilingual Education and Bilingualism, 21 (4): 496-508.
Morton, T. (2016). Conceptualizing and investigating teachers’ knowledge for integrating content and language in content-based instruction. Journal of Immersion and Content-Based Language Education 4:2: 44–167.
Morton, T. (2015). Vocabulary explanations in CLIL classrooms: a conversation analysis perspective. The Language Learning Journal, 43 (3): 256-270.
Jakonen, T, & Morton, T. (2015). Epistemic search sequences in peer interaction in a content based language classroom. Applied Linguistics 36 (1): 73-94.
Morton, T. (2012). Classroom talk, conceptual change and teacher reflection in bilingual science teaching. Teaching and Teacher Education, 28(1), 101–110.
Walsh, S., Morton, T., & O’Keeffe, A. (2011). Analysing university spoken interaction: A CL/CA approach. International Journal of Corpus Linguistics, 16(3), 325–345.
Evnitskaya, N., and Morton, T. (2011). Knowledge construction, meaning-making and interaction in CLIL science classroom communities of practice. Language and Education, 25(2), 109-127.
Morton, T., & Gray, J. (2010). Personal practical knowledge and identity in lesson planning conferences on a pre-service TESOL course. Language Teaching Research 14(3) 1–21.
Llinares, A. and Morton, T. (2010). Historical explanations as situated practice in Content and Language Integrated Learning. Classroom Discourse 1 (1): 65-84.