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Dr Tom Morton

BEd Hons (CNAA), MSc (Aston), PhD (Universidad Autónoma de Madrid)

Honorary Research Fellow within the Department of Applied Linguistics and Communication.

Contact details

Email: t.morton@bbk.ac.uk

Research and teaching

Research interests

  • The main focus of my research is the relationship between spoken interaction and pedagogic practice in a variety of contexts: language classrooms; classrooms where academic content is taught through an additional language; small group teaching in higher education; language teacher education, identity and professional development. My recent research has focused on Content and Language Integrated Learning (CLIL), in which academic content is taught through the medium of an additional (foreign, second) language. I am particularly interested in how the integration of content and language is realized in classroom practice and in the nature of the practical knowledge used by teachers in planning for and implementing a CLIL approach.
  • I have been involved in various projects concerning language teacher knowledge and education, including a Comenius project which developed a framework for CLIL teacher education (2006-2009). I am also involved in two ongoing European CLIL-related projects: one of these projects (coordinated by the Universidad Autógnoma de Madrid) uses a systemic functional approach to focus on the development of CLIL learners. spoken and written language, while the other (coordinated by the University of Jyväskylä, Finland) is concerned with developing a conceptual framework for the integration of content and language. The recent book I co-authored with Ana Llinares and Rachel Whittaker The Roles of Language in CLIL (CUP 2012) uses a corpus-based approach to explore the integration of content and language in CLIL classrooms.
  • In terms of language teacher education, identity and professional development, I have a strong interest in social interaction in contexts in which teachers work with others to develop their practice. This work focuses on the discursive practices through which language teacher learning and development and teacher reflection are mediated. In this work I explore the possibilities of approaches to the analysis of spoken interaction (conversation analysis, discursive psychology) to examine the ways in which teachers build constructions of their own practices. My current work (with John Gray of the Institute of Education) focuses on how different language teacher identities emerge in and through social interaction in a range of contexts (pre- and in- service teacher education, teachers. reflections on their practice).

Publications

Books

  • (forthcoming) Social Interaction and Language Teacher Identity (with J. Gray) Edinburgh: Edinburgh University Press.
  • (2012) The Roles of Language in CLIL (with A. Llinares and R. Whittaker) Cambridge: Cambridge University Press.

Articles in peer reviewed journals and book chapters

  • (2013) Epistemic Search Sequences in Peer Interaction in a Content-based Language Classroom. (with T. Jakonen). Applied Linguistics2013: 1–23. doi:10.1093/applin/amt031
  • (2013) Critically evaluating materials for CLIL: Practitioners' perspectives and practices. In J. Gray (Ed.). Critical Perspectives on Language Teaching Materials. Basingstoke: Palgrave.
  • (2012) Social perspectives on interaction and language learning in CLIL classrooms. (with A. Llinares) In E. Alcón Soler and M.P. Salfont-Jordà (Eds.) Discourse and language learning across L2 instructional settings. Amsterdam: Rodopi, 105-132.
  • (2012) Classroom talk, conceptual change and teacher reflection in bilingual science teaching. Teaching and Teacher Education 28 (1), 101.110.
  • (2011) Analysing university spoken interaction: A CL/CA approach. (with S. Walsh and A. O.Keeffe). International Journal of Corpus Linguistics 16 (3), 325.345.
  • (2011) Knowledge construction, meaning-making and interaction in CLIL science classroom communities of practice. (with N. Evnitskaya). Language and Education 25 (2), 109-127.
  • (2010) Personal practical knowledge and identity in lesson planning conferences on a pre-service TESOL course. (with J. Gray) Language Teaching Research 14 (3), 1.21.
  • (2010) Historical explanations as situated practice in Content and Language Integrated Learning. (with A. Llinares). Classroom Discourse 1 (1), 65-84.
  • (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, 81-104.
  • (2010) CLIL across contexts: A scaffolding framework for CLIL teacher education. (with E. Dafouz Milne and A. Llinares). Viewz (Vienna English Working Papers), 19 (3), 12-20.
  • (2009) Integrating language and content in secondary CLIL history: the potential of a genre-based approach. In Carrióg-Pastor, M. (Ed.) Content and language Integrated Learning: Cultural Diversity. Bern: Peter Lang, 133-148.

Book reviews

  • (2009) C. Dalton-Puffer, Discourse in Content and Language Integrated Learning (CLIL) Classrooms. Intercultural Pragmatics 6 (3), 411-421.
  • (2006) P. Seedhouse, The Interactional Architecture of the Second Language Classroom: A Conversation Analysis Approach. Applied Linguistics 27 (1), 152-155.