Article

Morton, Thomas and 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), pp. 496-508. ISSN 1367-0050.

Morton, Thomas (2015) Vocabulary explanations in CLIL classrooms: a conversation analysis perspective. The Language Learning Journal 43 (3), pp. 256-270. ISSN 0957-1736.

Jakonen, T. and Morton, Thomas (2015) Epistemic search sequences in peer interaction in a content-based language classroom. Applied Linguistics 36 (1), pp. 73-94. ISSN 0142-6001.

Morton, Tom (2012) Classroom talk, conceptual change and teacher reflection in bilingual science teaching. Teaching and Teacher Education 28 (1), pp. 101-110. ISSN 0742-051X.

Walsh, S. and Morton, Tom and O’Keeffe, A. (2011) Analysing university spoken interaction: a CL/CA approach. International Journal of Corpus Linguistics 16 (3), pp. 325-345. ISSN 1384-6655.

Evnitskaya, N. and Morton, Tom (2011) Knowledge construction, meaning-making and interaction in CLIL science classroom communities of practice. Language and Education 25 (2), pp. 109-127. ISSN 0950-0782.

Morton, Tom and Gray, J. (2010) Personal practical knowledge and identity in lesson planning conferences on a pre-service TESOL course. Language Teaching Research 14 (3), pp. 297-317. ISSN 1362-1688.

Llinares, A. and Morton, Tom (2010) Historical explanations as situated practice in content and language integrated learning. Classroom Discourse 1 (1), pp. 46-65. ISSN 1946-3014.

Dafouz Milne, E. and Llinares, A. and Morton, Tom (2010) CLIL across contexts: a scaffolding framework for CLIL teacher education. Vienna English Working Papers 19 (3), pp. 12-20.

Book Review

Morton, Thomas (2006) Paul Seedhouse: the interactional architecture of the language classroom: a conversation analysis perspective. Blackwell, 2005. [Book Review]

Book Section

Leung, C. and Morton, Thomas (2016) Conclusion: language competence, learning and pedagogy in CLIL - deepening and broadening integration. In: Nikula, T. and Dafouz, E. and Moore, P. and Smit, U. (eds.) Conceptualising Integration in CLIL and Multilingual Education. Bristol, UK: Channel View Publications, pp. 235-248. ISBN 9781783096138.

Morton, Thomas and Jakonen, T. (2016) Integration of language and content through languaging in CLIL classroom interaction: A conversation analysis perspective. In: Nikola, N. and Defouz, E. and Moore, P. and Smit, U. (eds.) Conceptualising Integration in CLIL and Multilingual Education. Bristol, UK: Channel View Publications, pp. 171-188. ISBN 9781783096138.

Morton, Thomas (2016) Being a language teacher in the content classroom: teacher identity and content and language integrated learning (CLIL). In: Preece, S. (ed.) The Routledge Handbook of Language and Identity. Routledge Handbooks in Applied Linguistics. Abingdon, UK: Routledge, pp. 382-395. ISBN 9781138774728.

Morton, Tom and Llinares, A. (2012) Social perspectives on interaction and language learning in CLIL classrooms. In: Alcón Soler, E. and Salfont-Jordà, M.P. (eds.) Discourse and Language Learning Across L2 Instructional Settings. Utrecht Studies in Language and Communication 24. Amsterdam, Netherlands: Rodopi, pp. 105-132. ISBN 9789042035843.

Morton, Tom (2010) Using a genre-based approach to integrating content and language in CLIL: the example of secondary history. In: Dalton-Puffer, C. and Nikula, T. and Smit, U. (eds.) Language Use and Language Learning in CLIL Classrooms. AILA Applied Linguistics Series. Amsterdam, Netherlands: John Benjamins, pp. 81-104. ISBN 9789027205230.

Morton, Tom (2009) Integrating language and content in secondary CLIL history: the potential of a genre-based approach. In: Carrió-Pastor, M. (ed.) Content and Language Integrated Learning: Cultural Diversity. Linguistic Insights 92. Bern: Peter Lang, pp. 133-148. ISBN 9783039118182.

Book

Llinares, A. and Morton, Tom and Whittaker, R. (2012) The roles of language in CLIL. Cambridge Language Teaching Library. Cambridge, UK: Cambridge University Press. ISBN 9780521150071.