Ana Llinares

• Autonomous University of Madrid

Research on Content and Language Integrated Learning (CLIL) programmes has shown that teachers find it difficult to integrate content and language in their teaching, and that this may be due to a lack of a specific type of teacher language awareness (TLA) for this type of teaching. This study explores how TLA for CLIL is manifested in metatalk in t...

The text emphasizes the critical, yet often overlooked, role of language competence in academic disciplines, asserting that inadequate language skills impede content learning. It highlights the increased need for language awareness due to the prevalence of second-language instruction, driven by socio-political factors. The study introduces discipli...

https://www.tandfonline.com/eprint/G4J3FXF8VIGWMQBB5YQK/full?target=10.1080/13670050.2020.1798868 (FREE FROM www.tandfonline.com) The ability to manage specific forms of disciplinary expression – Languages of Schooling – is regarded as a factor of academic success (Council of Europe recommendations – Council of Europe CM/Rec. [2014]. Recommendatio...

Recent studies on CLIL have revealed contradictory results regarding its role in enhancing equal opportunities and social inclusion. This special issue draws on the theme of the CLIL ReN symposium at AILA 2021, “CLIL Pedagogy and Greater Fairness, Equity, and Inclusion”, and the papers in this volume address both opportunities and challenges of CLI...

This study explores issues of potential (in)equity in Content and Language Integrated Learning (CLIL) programs in bilingual secondary schools in the Madrid region (Spain). Based on their general L2 proficiency, students in grades 7 to 10 are streamed into either High Exposure (HE) or Low Exposure (LE) strands, with different degrees of exposure to...

This study is based on the comparison between two Content and Language Integrated Learning (CLIL) contexts – in Madrid, Spain and in Hanoi, Vietnam – with a focus on teachers’ use of oral corrective feedback in classroom interaction at the primary school level. The model of corrective feedback (CF) developed by Lyster and Ranta (1997) and reproduce...

This article traces the historical phases in the conceptualisation of and research on Content-and-language-Integrated Learning in Europe since the 1990s. Following upon early programmatic statements, the first wave of CLIL research concentrated on language learning outcomes. In a second wave, the focus was on descriptions of practice and studies of...

In Content and Language Integrated Learning (CLIL) contexts, students are expected to express and show disciplinary knowledge in a second/foreign language, and their ability to do so is a determining factor in their academic success (Council of Europe recommendations-CMRec, 2014). One construct that has proven useful for the identification and real...

In Content and Language Integrated Learning (CLIL) contexts, students are expected to express disciplinary knowledge in a second/foreign language. One construct that has proven useful for the identification and realization of language functions in disciplinary knowledge is Dalton-Puffer’s (2013) model of cognitive discourse functions (CDFs). Additi...

This chapter presents an empirical model to assess CLIL students’ learning of historical content and language in an integrated fashion. Drawing on Systemic Functional Linguistics and the framework of Cognitive Discourse Functions (CDFs), this chapter shows how CLIL students express their historical knowledge in English and how this could be assesse...

This article is an afterword to the special issue on ‘Assessing CLIL: A multidisciplinary approach'. It provides a conceptual overview of the key approaches and issues in CLIL research addressed in the different articles. Apart from the focus on the comparison of CLIL and non-CLIL students' L2 proficiency in the Belgian context, some of the variabl...

Recent debates on bilingual education/CLIL have insisted on the need to explore common aims across bilingual/multilingual education programmes (CLIL, CBI, immersion) instead of highlighting differences across them (e.g. Cenoz, Genesee & Gorter, 2014). One objective shared by all programmes, regardless of their specificities, is to find the ways in...

This study investigated potential inequalities in a bilingual education program where secondary school students are streamed into two strands with different degrees of exposure to the target language based on their proficiency: high exposure (HE) and low exposure (LE). Drawing on classroom registers (Christie, 2005), appraisal theory (Martin & Whit...

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, whi...

This study aims to compare the modifiers and strategies that students in content and language integrated programs (CLIL students) use when formulating naturalistic and elicited requests. A sample of 77 grade 10 students participated in this study; 24 students generated 60 naturalistic requests while they worked in groups on a history task and anoth...

The study of motivation in Content and Language Integrated Learning (CLIL) contexts has hitherto one-sidedly been concerned with motivation to learn the foreign language, without regard for CLIL’s eponymous focus on the inextricable connection between language and content. To fill this gap, this article focusses on CLIL learners’ motivation not onl...

This article reports on a four-year longitudinal study which investigates students’ use of evaluative language in English as a second language (L2) to talk and write about history in a bilingual education programme. We focus on how four students use linguistic resources to adopt a stance to the content they are learning and develop an authoritative...

The role of classroom interaction in CLIL has been addressed in many recent studies. However, most of the existing research has mainly focused on teacher-fronted lessons. The present study aims to analyse and compare students’ language use and co-construction of knowledge during group work activities in CLIL and L1 history classes. In order to obta...

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), Discou...

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), Discou...

This chapter focuses on the register variable of tenor within systemic functional linguistics (SFL) to examine spoken interaction involving secondary CLIL history learners in two contexts: one-to-one interviews with a researcher, and role-plays with peers. Tenor refers to the role relationship between interactants, and its impact on language use. W...

Research on content and language integrated learning (CLIL) has expanded substantially in the last 10 years. While research interests have predominantly focused on language learning outcomes and the comparison between CLIL and English as a foreign language (EFL) students’ competence in the foreign language, recent studies have called for the need t...

This paper presents an analysis of teachers’ questions and students’ responses in content and language integrated learning (CLIL) classes of history. Through the combined application of genre theory and a typology of CLIL teacher academic questions, the study aims at contributing to the understanding of how CLIL students use the foreign language to...

Classrooms the world over are full of people who, for different reasons, are learning additional languages and/or are studying through languages that are not their first. Gaining insight into such contexts is complicated for researchers and practitioners alike by the myriad of contextual variables that come with different implementations and make c...

This study compares the frequency and distribution of different types of corrective feedback (CF) (recasts, prompts and explicit correction) and learner uptake in 43 hours of classroom interaction at the 4th-5th grade level across three instructional settings: (1) two content and language integrated learning (CLIL) classrooms in Spain with English...

Content and Language Integrated Learning (CLIL) has been shown to have positive effects on receptive skills, vocabulary or morphology; however, its effect on students’ pragmatic achievement has hardly been explored yet. Based on previous research carried out on children's functional development in the L1 (0075 and 0180) and on pre-school learners’...

Under the label of Content and Language Integrated Learning (CLIL) the teaching of curriculum subjects through the medium of a foreign language has become a widely accepted feature in mainstream education systems in Europe and other parts of the world. After contextualizing its subject matter in CLIL research as a whole, this article focuses on res...

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 ho...

Book synopsis: Studies on discourse and language learning originated in the field of general education and they focused on first language learning environments. However, since 1980s research on discourse and language learning broadened the scope of investigation to respond to second and foreign language environments. Recently, the emergence of new...

This article presents a study of written development in English as a foreign language produced in a content and language integrated learning (CLIL) environment. The texts analysed, from history classes, were collected annually over the four-year obligatory junior secondary education program from the same students (aged 12 to 16), in two state schoo...

This article examines secondary history content and language integrated learning (CLIL) students’ production of historical explanations in two discursive contexts: classroom discussions and individual interviews. Using data from the Universidad Autónoma de Madrid CLIL corpus we combine a quantitative and qualitative methodology to examine the lexic...

Following the taxonomy described in Llinares García (2006) of the main language functions realised in the classroom by early foreign language learners, the article analyses the realisation of the personal function in five-year-old native speakers of English and five-year-old EFL learners in classroom contexts. The study has two main aims: to presen...

The present study focuses on young EFL learners' use of the L2 to convey various linguistic functions (ask for information, talk about personal things, etc.). Based on the functional categories identified by Halliday (1975) and Painter (1999) in the development of the L1, and after having observed the use of these functions in a full-immersion EFL...

This paper presents an analysis of spoken and written productions in English by early secondary school Spanish students (11-12 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 t...

This paper presents an analysis of very young EFL (English as a Foreign Language) learners' speech in both high-and low-immersion classroom contexts. The purpose of the study is twofold: to develop a taxonomy of the communicative functions used in the L2 (second language) by fiveyear-old learners of English; and to analyze the distribution of these...

This study focuses on the application of prosodic analysis to the assessment of pragmatic competence in learners of English as a foreign language. In it we present a comparative analysis of the way pragmatic information is conveyed by native and non-native EFL teachers reading stories aloud. In English intonation realises the organization of inform...

El presente articulo estudia la aplicación del análisis prosódico a la evaluación de la competencia pragmática de aprendices de inglés como lengua extranjera. En él se presenta un análisis comparativo del modo en que la información pragmática se transmite por profesores de inglés nativos y no nativos en la lectura de textos en voz alta. En inglés l...

The present article investigates the use of interrogatives made by teachers and the responses given by learners in two different (bilingual and non-bilingual) English language classroom contexts in two Spanish nursery schools. The analysis shows the relevance of the type of functions made by the teachers through interrogatives, rather than the quan...

Thanks to high school teachers Marcela Fernández (IES Profesor Máximo Trueba) and Clara Mimbrera (IES Joaquín Araujo) This research has been funded by the Comunidad Autónoma de Madrid and the UAM (09/SHD/017105, CCG06-UAM/HUM-0544, CCG07-UAM/HUM-1790). We are grateful for their support.

Analizar las funciones comunicativas utilizadas por alumnos y profesores en Inglés como lengua extranjera, en diferentes contextos escolares y en la etapa de Educación Infantil

Tesis doctoral leída el 27-02-2007 en la Universidad Autónoma de Madrid, Facultad de Filosofía y Letras, Departamento de Filología Inglesa