Professor in the English department at the Universidad Autónoma de Madrid (UAM). She teaches second language acquisition and content and language integrated learning (CLIL), both at undergraduate and postgraduate levels. She coordinates the UAM-CLIL research group (http://www.uam-clil.org) and has published widely on content and language integrated learning at primary and secondary school levels, mainly applying systemic functional linguistic models. She has co-authored the book The Roles of Language in CLIL, published by Cambridge University Press, and has recently co-edited the volume Applied Linguistics Perspectives on CLIL, published by John Benjamins.
The study of discourse markers is an example of how linguistic trends can move from marginalisati... more The study of discourse markers is an example of how linguistic trends can move from marginalisation to starring prominence thanks to the evolution of corpus and pragmatics studies. In fact, few pragmatic phenomena have attracted so much interest, have ...
This paper presents an analysis of spoken and written productions in English by early secondary s... more This paper presents an analysis of spoken and written productions in English by early secondary school Spanish students (1 1-12 year olds), collected in two state schools which have just started introducing CLIL (Content and Language Integrated Learning) in a number of disciplines. A topic selected from the curriculum for Geography and History was the focus of a class discussion in a revision session led by the teacher, which was recorded for the oral data. The written data consisted of a short composition on the same topic, written a few days later, in class. The analysis follows the systemic-functional model. We focus on the representation of content in the language used by the learners: types of processes, circumstances and clause complexes, and on the interventions of the speaker or writer by using expressions of modality. We also look at register differences, comparing the learners' spoken and written productions. Finally, we reflect on the learners' productions in rela...
This paper presents an overview of the UAM-CLIL Project which began in the academic year 2005-06 ... more This paper presents an overview of the UAM-CLIL Project which began in the academic year 2005-06 collecting data in two CLIL classes in two schools participating in the British Council/Spanish Ministry of Education bilingual programme, and has followed the same groups from 1o to 4o of ESO (Obligatory Secondary Education) in the subject of Social Science, taught in English. In the project, we have collected spoken and written data from whole class sessions, and recorded six students from each class individually, once a year on a topic from the syllabus, making a corpus of approximately 40,000 spoken and 25,000 written words. Our aim is to describe the features of the language of these students in relation to the language needs of the discipline they are studying. We have collected parallel data from L1 Spanish classes, as well as some similar data from L1 English students, for comparison. We are also interested in the teachers’ performance, in relation to the students’ production. He...
Maria del Pilar Garcia Mayo: Introduction 1. Ting Zhao and Victoria A. Murphy: Factors Affecting ... more Maria del Pilar Garcia Mayo: Introduction 1. Ting Zhao and Victoria A. Murphy: Factors Affecting the Speed of Word Retrieval in Children Learning English as a Foreign Language 2. Angela Tellier and Karen Roehr-Brackin: Raising Children's Metalinguistic Awareness to Enhance Classroom Second Language Learning 3. Carmen Munoz: The Development of Language Awareness at the Transition from Primary to Secondary School 4. Ana Llinares: Learning How to Mean In Primary School CLIL Classrooms 5. Amparo Lazaro Ibarrola and Maria de los Angeles Hidalgo: Benefits and Limitations of Conversational Interactions among Young Learners of English in a CLIL Context 6. Agurtzane Azkarai and Ainara Imaz Agirre: Gender and Age in Child Interaction in an EFL CLIL Context: An Exploratory Study 7. Elisabet Pladevall-Ballester and Alexandra Vraciu: Exploring Early EFL: L1 Use in Oral Narratives by CLIL and Non-CLIL Primary School Learners 8. Yuko Goto Butler, Yeting Liu and Heejin Kim: Narrative Developmen...
Book synopsis: The Roles of Language in CLIL provides a theoretically-based approach to the integ... more Book synopsis: The Roles of Language in CLIL provides a theoretically-based approach to the integration of language and content in primary and secondary contexts addressed to a range of stakeholders in Content and Language Integrated Learning. Adopting the framework of systemic functional linguistics, this book raises practitioners' awareness of how language functions in CLIL.
Teacher Training for English-Medium Instruction in Higher Education
This chapter shows the role of in-service EMI teacher reflective practices by showcasing the use ... more This chapter shows the role of in-service EMI teacher reflective practices by showcasing the use of self- and peer-reflection on classroom interaction by two EMI lecturers at UAM. Based on previous models for the analysis of classroom interactional competence at tertiary level and in CLIL contexts, the authors apply the video technology of VEO, which helps teachers to gather and interpret their own teaching evidence and that of others. This interpretation is based on a tagging system that allows EMI teachers to identify types of interactional patterns, their frequency, and their effect in their observation of their own video-recorded lessons. These reflections are then followed by their trainers' own reflections on these practices, which can be added as comments in the VEO tool. In addition, students' perceptions on these practices are analysed through their answers to a questionnaire administered right after each lesson.
The study of discourse markers is an example of how linguistic trends can move from marginalisati... more The study of discourse markers is an example of how linguistic trends can move from marginalisation to starring prominence thanks to the evolution of corpus and pragmatics studies. In fact, few pragmatic phenomena have attracted so much interest, have ...
This paper presents an analysis of spoken and written productions in English by early secondary s... more This paper presents an analysis of spoken and written productions in English by early secondary school Spanish students (1 1-12 year olds), collected in two state schools which have just started introducing CLIL (Content and Language Integrated Learning) in a number of disciplines. A topic selected from the curriculum for Geography and History was the focus of a class discussion in a revision session led by the teacher, which was recorded for the oral data. The written data consisted of a short composition on the same topic, written a few days later, in class. The analysis follows the systemic-functional model. We focus on the representation of content in the language used by the learners: types of processes, circumstances and clause complexes, and on the interventions of the speaker or writer by using expressions of modality. We also look at register differences, comparing the learners' spoken and written productions. Finally, we reflect on the learners' productions in rela...
This paper presents an overview of the UAM-CLIL Project which began in the academic year 2005-06 ... more This paper presents an overview of the UAM-CLIL Project which began in the academic year 2005-06 collecting data in two CLIL classes in two schools participating in the British Council/Spanish Ministry of Education bilingual programme, and has followed the same groups from 1o to 4o of ESO (Obligatory Secondary Education) in the subject of Social Science, taught in English. In the project, we have collected spoken and written data from whole class sessions, and recorded six students from each class individually, once a year on a topic from the syllabus, making a corpus of approximately 40,000 spoken and 25,000 written words. Our aim is to describe the features of the language of these students in relation to the language needs of the discipline they are studying. We have collected parallel data from L1 Spanish classes, as well as some similar data from L1 English students, for comparison. We are also interested in the teachers’ performance, in relation to the students’ production. He...
Maria del Pilar Garcia Mayo: Introduction 1. Ting Zhao and Victoria A. Murphy: Factors Affecting ... more Maria del Pilar Garcia Mayo: Introduction 1. Ting Zhao and Victoria A. Murphy: Factors Affecting the Speed of Word Retrieval in Children Learning English as a Foreign Language 2. Angela Tellier and Karen Roehr-Brackin: Raising Children's Metalinguistic Awareness to Enhance Classroom Second Language Learning 3. Carmen Munoz: The Development of Language Awareness at the Transition from Primary to Secondary School 4. Ana Llinares: Learning How to Mean In Primary School CLIL Classrooms 5. Amparo Lazaro Ibarrola and Maria de los Angeles Hidalgo: Benefits and Limitations of Conversational Interactions among Young Learners of English in a CLIL Context 6. Agurtzane Azkarai and Ainara Imaz Agirre: Gender and Age in Child Interaction in an EFL CLIL Context: An Exploratory Study 7. Elisabet Pladevall-Ballester and Alexandra Vraciu: Exploring Early EFL: L1 Use in Oral Narratives by CLIL and Non-CLIL Primary School Learners 8. Yuko Goto Butler, Yeting Liu and Heejin Kim: Narrative Developmen...
Book synopsis: The Roles of Language in CLIL provides a theoretically-based approach to the integ... more Book synopsis: The Roles of Language in CLIL provides a theoretically-based approach to the integration of language and content in primary and secondary contexts addressed to a range of stakeholders in Content and Language Integrated Learning. Adopting the framework of systemic functional linguistics, this book raises practitioners' awareness of how language functions in CLIL.
Teacher Training for English-Medium Instruction in Higher Education
This chapter shows the role of in-service EMI teacher reflective practices by showcasing the use ... more This chapter shows the role of in-service EMI teacher reflective practices by showcasing the use of self- and peer-reflection on classroom interaction by two EMI lecturers at UAM. Based on previous models for the analysis of classroom interactional competence at tertiary level and in CLIL contexts, the authors apply the video technology of VEO, which helps teachers to gather and interpret their own teaching evidence and that of others. This interpretation is based on a tagging system that allows EMI teachers to identify types of interactional patterns, their frequency, and their effect in their observation of their own video-recorded lessons. These reflections are then followed by their trainers' own reflections on these practices, which can be added as comments in the VEO tool. In addition, students' perceptions on these practices are analysed through their answers to a questionnaire administered right after each lesson.
Banegas, D. & Hemmi, Ch. (eds.) International Perspectives on CLIL. Palgrave, 2021
Learning history means learning the language of history and how to express historical knowledge t... more Learning history means learning the language of history and how to express historical knowledge through language (De Oliveira, 2011). This chapter is positioned at the intersection between learning language and history content and explores an empirical model to assess the acquisition of content and language while fostering students’ written production (Llinares, Morton & Whittaker, 2012). It examines a research problem that has not been addressed before from the perspective of a historian and with an integrated focus on content and language. Through the application of a content and language integrated assessment model based on Systemic Functional Linguistics (Llinares, Morton & Whittaker, 2012) and Dalton-Puffer’s model of Cognitive Discourse Functions (CDFs) (Dalton-Puffer, 2013), the main aim of this study is to show how CLIL students are able to express their historical knowledge both in Spanish (which for most of the participating students is their mother tongue) and in English. For such an objective, it is necessary to focus on the language of history and find the linguistic structures that history teachers use in the teaching process of the subject given that, in order for students to develop ideas effectively, they necessarily have to learn to handle linguistic resources. We compare the performance of two groups of grade 9 students: students from a CLIL school who study history in English and students from an ordinary school who study history in the L1 (Spanish). The purpose of this comparison is to identify the possible effect of using an L2 in CLIL students’ successful production of history content.
This book represents the first collection of studies on Content and Language Integrated Learning ... more This book represents the first collection of studies on Content and Language Integrated Learning (CLIL) which brings together a range of perspectives through which CLIL has been investigated within Applied Linguistics. The book aims to show how the four perspectives of Second Language Acquisition (SLA), Systemic Functional Linguistics (SFL), Discourse Analysis, and Sociolinguistics highlight different important aspects of CLIL as a context for second language development. Each of the four sections in the book opens with an overview of one of the perspectives written by a leading scholar in the field, and is then followed by three empirical studies which focus on specific aspects of CLIL seen from this perspective. Topics covered include motivation, the use of tasks, pragmatic development, speech functions in spoken interaction, the use of evaluative language in expressing content knowledge in writing, multimodal interaction, assessment for learning, L1 use in the classroom, English-medium instruction in universities, and CLIL teachers’ professional identities.
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Papers by Ana Llinares
problem that has not been addressed before from the perspective of a historian and with an integrated focus on content and language. Through the application of a content and language integrated assessment model based on Systemic Functional Linguistics (Llinares, Morton & Whittaker, 2012) and Dalton-Puffer’s model of Cognitive Discourse Functions (CDFs) (Dalton-Puffer, 2013), the main aim of this study is to show how CLIL students are able to express their historical knowledge both in Spanish (which for most of the participating students is their mother tongue) and in English. For such an objective, it is necessary to focus on the language of history and find the linguistic structures that history teachers use in the teaching process of the subject given that, in order for students to develop ideas effectively, they necessarily have to learn to handle linguistic resources. We compare the performance of two groups of grade 9 students: students from a CLIL school who study history in English and students from an ordinary school who study history in the L1 (Spanish). The purpose of this comparison is to identify the possible effect of using an L2 in CLIL students’ successful production of history content.