Ana Llinares
List of John Benjamins publications in which Ana Llinares is involved.
Journal
ISSN 2212-8433 | E‑ISSN 2212‑8441
Titles
(In)equity Issues in CLIL
Edited by Ana Llinares and Russell Cross
Special issue of AILA Review 35:2 (2022) vi, 190 pp.
Applied Linguistics Perspectives on CLIL
Edited by Ana Llinares and Tom Morton
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… read more[Language Learning & Language Teaching, 47] 2017. vi, 317 pp.
2025 Genre and Cognitive Discourse Functions as lenses on disciplinary language in CLIL contexts: Insights from the UAM-CLIL Project SFL Appliability, Visibility and Accessibility, Stoian, Claudia E., Jorge Arús-Hita and Christian M.I.M. Matthiessen (eds.), pp. 234–262 | Article
The application of genre-based pedagogy (GBP) has a long tradition both in L1 educational contexts and more recently in L2 contexts, such as Content and Language Integrated Learning (CLIL) programmes. In these CLIL contexts, oral and written interaction are not always carried out through full… read more
2023 CLIL in Spain and Vietnam: Different contexts, different patterns of corrective feedback Journal of Immersion and Content-Based Language Education 11:2, pp. 148–172 | Article
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… read more
2022 CLIL in the 21st Century: Retrospective and prospective challenges and opportunities 10th Anniversary Celebration, Ó Duibhir, Pádraig and Laurent Cammarata (eds.), pp. 182–206 | Article
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,… read more
2022 (In)equity in CLIL programs? Classroom interaction and the development of higher order thinking skills across bilingual strands (In)equity Issues in CLIL, Llinares, Ana and Russell Cross (eds.), pp. 227–249 | Article
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… read more
2022 New challenges for CLIL research: Identifying (in)equity issues (In)equity Issues in CLIL, Llinares, Ana and Russell Cross (eds.), pp. 169–179 | Editorial
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… read more
2021 What is an ecosystem? Defining science in primary school CLIL contexts Research on EFL learning by young children in Spain, García Mayo, María del Pilar (ed.), pp. 337–362 | Article
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)… read more
2017 Speech function analysis to explore CLIL students’ spoken language for knowledge construction Applied Linguistics Perspectives on CLIL, Llinares, Ana and Tom Morton (eds.), pp. 125–144 | Article
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… read more
2017 Content and Language Integrated Learning (CLIL): Type of programme or pedagogical model? Applied Linguistics Perspectives on CLIL, Llinares, Ana and Tom Morton (eds.), pp. 1–16 | Article
2013 Chapter 2. Systemic Functional approaches to second language acquisition in school settings Contemporary Approaches to Second Language Acquisition, García Mayo, María del Pilar, María Juncal Gutiérrez Mangado and María Martínez-Adrián (eds.), pp. 29–48 | Chapter
The Systemic-functional Linguistic model (SFL) (Halliday 2004), with its main focus on the explanation of language use in context, has been widely applied in educational settings around the world, both from research and pedagogical perspectives. However, the applications of SFL to foreign language… read more
2013 CLIL classroom discourse: Research from Europe Journal of Immersion and Content-Based Language Education 1:1, pp. 70–100 | Article
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… read more
2010 Writing and speaking in the history class: A comparative analysis of CLIL and first language contexts Language Use and Language Learning in CLIL Classrooms, Dalton-Puffer, Christiane, Tarja Nikula and Ute Smit (eds.), pp. 125–144 | Article
This paper presents a comparative analysis of the language used by CLIL secondary school students of history and that of students following the same syllabus in their first language (Spanish). The data consists of spoken and written production: a whole-class end-of-topic summary session and short… read more
2001 Communicative Constraints in EFL Pre-School Settings: A Corpus-Driven Approach International Journal of Corpus Linguistics 6:1, pp. 27–46 | Article
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… read more