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Tom Morton


PUBLICATIONS

Books

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.


Book chapters

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.


Journal articles

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.