Tom Morton
Biographic Data
| ID | 5999109 |
|---|---|
| NAME | Tom Morton |
| GIVEN NAMES | Tom |
| FAMILY NAME | Morton |
| SIGNATURE | MORTON T |
| AFFILIATIONS | Universidad Autónoma de Madrid |
| ORCID | 0000-0002-5102-0445 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Building a community of inquiry in an online EMI computing course
This study investigates how a Community of Inquiry (CoI) is formed in online English-medium instruction (EMI). EMI scholarship has often treated English as an autonomous medium, while CoI research has largely relied on perception surveys, with limited attention to real-time spoken interaction, especially in multilingual contexts. To address these gaps, we combine the CoI framework (teaching, social, and cognitive presence) with a sociomaterial pe…
Knowledge-building in EMI STEM lectures
Lecturer discourse in EMI builds disciplinary knowledge, not just delivers content. • Constellation analysis and sequencing show how EMI lecturers chart knowledge pathways. • Signalling base clusters in lecturer talk can support later knowledge assembly. • EC- moves stabilise terms for recall while EC+ moves condense disciplinary knowledge. • Transporter ‘pressure points’ show where EMI language support is needed. This study examines how a lectur…
Comparative analysis of critical literacy in lower secondary curricula in Finland, Italy and Spain
Critical literacy (CL), which refers to the use of diverse communication media to analyse and critique everyday social practices, has often been credited with advancing inclusion and diversity in schools. However, criticality has been seen as a missing dimension in Content and Language Integrated Learning (CLIL), and the extent to which it figures in mainstream curricular documents is unclear. In this scenario, we aim to determine how CL is repre…
Connecting target content with students through translanguaging in a postgraduate EMI pharmacology module
The use of English as medium of instruction (EMI) in non-Anglophone contexts can be seen as part of a process of 'Englishisation' which favours a monolingual policy of using only one language in the classroom. However, EMI can be seen as a multilingual phenomenon, where the declared policy of using one language (English) as the medium of instruction may not reflect actual classroom practices in which other languages are used. Such practices can b…
Using Legitimation Code Theory to explore knowledge building in English medium higher education teaching
This article examines theoretical and methodological issues raised when Legitimation Code Theory (LCT) is used to investigate knowledge-building practices in online and face-to-face teaching environments where English is the medium of instruction (EMI) in non-Anglophone higher education (HE) contexts. The article introduces two dimensions of LCT, Semantics and Autonomy, and demonstrates how “translation devices” were adapted and developed in two …
Lecturers’ use of examples in online university English-medium instruction
The increasing impact of internationalisation in higher education worldwide has led to the growing use of English as a medium of instruction (EMI). Much research on this phenomenon has focused on stakeholders’ viewpoints, but there is increasing interest in investigating interaction in EMI classrooms. One interactional practice which is relatively unexplored is that of EMI lecturers’ use of examples when co-constructing knowledge with students. T…
Fostering language awareness for integration through teacher-researcher collaboration in a Spanish bilingual education context
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 the context of a collaborative professional development activity, which took place in a bilingual sec…
Conceptualizing and developing teacher language awareness for content and language integration (TLA for CLI) across educational contexts
Teacher language awareness for content and language integration (TLA for CLI) is the special type of knowledge and perception of language required by teachers who teach content through a second or foreign language or combine language and content instruction. This Special Issue examines how TLA for CLIL is conceptualized and developed in diverse settings, from primary to tertiary education, around the world (North and South America, Asia, and Euro…
Epistemic positioning and knowledge-building in postgraduate neuroscience classroom interaction
This article explores the dynamics of epistemic positioning and knowledge-building in classroom interaction in two postgraduate neuroscience classrooms. Using an interdisciplinary approach combining multimodal Conversation Analysis and Legitimation Code Theory (LCT), it examines how lecturers and students negotiate epistemic stance and status through interactional practices, and how these practices legitimise certain stances or “gazes” in relatio…
Exploring Bases of Achievement in Content and Language Integrated Assessment in a Bilingual Education Program
This study explores the bases of achievement invoked by teachers when assessing students' work in the context of a bilingual education program where academic subjects are taught through English as a foreign language. During a professional development seminar, teachers judged samples of students' writing in response to tasks that elicited the three cognitive discourse functions (CDFs) of define, evaluate, and explore. The teachers' discourse was a…
Transitioning between ‘Outside’ and ‘Inside’ Knowledge in an Online University EMI Chemistry Course
Recent studies in applied linguistics research have focused on how teachers draw on ‘outside’ knowledge relating to students’ everyday life for the purpose of teaching subject matter content. This study focuses on such practices in the context of English-medium instruction (EMI) higher education in an online undergraduate chemistry module. Adopting an interdisciplinary perspective, the study combines multimodal Conversation Analysis (CA) and the …
Using legitimation code theory to investigate English medium lecturers’ knowledge-building practices
This study uses Legitimation Code Theory (LCT) to examine the knowledge-building practices of two lecturers teaching computing courses through English as a medium of instruction (EMI) at a Spanish university. LCT is a sociological framework for exploring and improving knowledge practices across academic and other fields of activity. The study uses the LCT dimension of Semantics, which sees knowledge building in terms of condensation of meaning (s…
Afterword
This article is an afterword to the special issue on social-semiotic and systemic functional approaches to content and language-integrated learning in bilingual/multilingual education. It provides a conceptual overview of the contributions of each of the six articles. It highlights the theoretical pluralism which allows SFL to be combined with a range of other perspectives from applied linguistics and education, to throw light on content and lang…
Climate movements in Germany, India, and Australia
Climate movements have emerged with increasing force as governments continually fail to address the mounting climate crisis. Successive movement strategies have proved integral to the possibility of effective climate policy and to wider prospects for intentional climate agency. Tracing the emergence of climate movements from the mid-2000s, this article highlights three main developments in strategy. First climate 'transition' centres on policy ad…
Rage into action’
Overcoming fossil fuel dependence entails overcoming the constraints of 'carbon democracy'. Transition to decarbonized society poses a profound democratic question, of whether the fossil fuel sector has the right to determine the planet's climate future. With this, energy transitions to address climate change are transformed into much deeper democratic transitions. This is already in evidence, as new claims are generated, for 'climate justice', '…
The space, the time, and the money. Wind energy politics in East Germany
Contesting Coal, Contesting Climate
A key challenge for climate communication is to materialize the climate crisis experientially and create an embedded climate politics which targets the causes of climate change at source. Since 2009, the climate movement has sought to keep coal, the principle contributor to global heating, in the ground, confronting the entrenched power of the coal-industrial complex at the places where it is extracted. This article analyzes data from extended et…
Reconceptualizing and describing teachers’ knowledge of language for content and language integrated learning (CLIL)
Content and language integrated learning (CLIL) is an approach to bilingual education in which academic content and an additional language are taught at the same time. It is growing rapidly throughout the world, with the medium of instruction in most CLIL classrooms being English. This means that many teachers around the world are teaching academic content in English, which is neither their, nor their students’, first language. There is thus a ne…
Students’ use of evaluative language in L2 English to talk and write about history in a bilingual education programme
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 voice, for which they need to use evaluative language, in which people, actions, events and process…
Epistemic Search Sequences in Peer Interaction in a Content-based Language Classroom
Epistemics in interaction refers to how participants display, manage, and orient to their own and others’ states of knowledge. This article applies recent conversation analytical work on epistemics to classrooms where language and content instruction are combined. It focuses on Epistemic Search Sequences (ESSs) through which students in peer interaction collectively resolve emerging knowledge gaps while working on pedagogic tasks. ESSs are initia…
The Big Six Historical Thinking Concepts
Los autores distinguen seis problemas a los que ha de enfrentarse un historiador cuando decide abordar el estudio del pasado: como decidimos lo que es importante (historical significance); como sabemos sobre el pasado (evidence); como podemos dar sentido al complejo fluir de la historia (continuity and change); por que tienen lugar los acontecimientos y cuales son sus consecuencias (cause and consequence); como podemos entender mejor a las person…
Analysing university spoken interaction
In this article, we consider how corpus linguistics (CL) and conversation analysis (CA) can be used together to provide enhanced descriptions of spoken interaction in the context of small group teaching in higher education. From our analysis of the data, we show how the two approaches can be combined in an iterative process to account for features of spoken discourse at both micro (word) and macro (text) levels. Beginning with CL and focusing lar…
Classroom talk, conceptual change and teacher reflection in bilingual science teaching
Classroom talk, conceptual change and teacher reflection in bilingual science teaching
Exploring Bases of Achievement in Content and Language Integrated Assessment in a Bilingual Education Program
This study explores the bases of achievement invoked by teachers when assessing students' work in the context of a bilingual education program where academic subjects are taught through English as a foreign language. During a professional development seminar, teachers judged samples of students' writing in response to tasks that elicited the three cognitive discourse functions (CDFs) of define, evaluate, and explore. The teachers' discourse was a…
Connecting target content with students through translanguaging in a postgraduate EMI pharmacology module
The use of English as medium of instruction (EMI) in non-Anglophone contexts can be seen as part of a process of 'Englishisation' which favours a monolingual policy of using only one language in the classroom. However, EMI can be seen as a multilingual phenomenon, where the declared policy of using one language (English) as the medium of instruction may not reflect actual classroom practices in which other languages are used. Such practices can b…
Climate movements in Germany, India, and Australia
Climate movements have emerged with increasing force as governments continually fail to address the mounting climate crisis. Successive movement strategies have proved integral to the possibility of effective climate policy and to wider prospects for intentional climate agency. Tracing the emergence of climate movements from the mid-2000s, this article highlights three main developments in strategy. First climate 'transition' centres on policy ad…
Analysing university spoken interaction
In this article, we consider how corpus linguistics (CL) and conversation analysis (CA) can be used together to provide enhanced descriptions of spoken interaction in the context of small group teaching in higher education. From our analysis of the data, we show how the two approaches can be combined in an iterative process to account for features of spoken discourse at both micro (word) and macro (text) levels. Beginning with CL and focusing lar…
Analysing university spoken interaction
In this article, we consider how corpus linguistics (CL) and conversation analysis (CA) can be used together to provide enhanced descriptions of spoken interaction in the context of small group teaching in higher education. From our analysis of the data, we show how the two approaches can be combined in an iterative process to account for features of spoken discourse at both micro (word) and macro (text) levels. Beginning with CL and focusing lar…
Classroom talk, conceptual change and teacher reflection in bilingual science teaching
The Big Six Historical Thinking Concepts
Los autores distinguen seis problemas a los que ha de enfrentarse un historiador cuando decide abordar el estudio del pasado: como decidimos lo que es importante (historical significance); como sabemos sobre el pasado (evidence); como podemos dar sentido al complejo fluir de la historia (continuity and change); por que tienen lugar los acontecimientos y cuales son sus consecuencias (cause and consequence); como podemos entender mejor a las person…
Epistemic Search Sequences in Peer Interaction in a Content-based Language Classroom
Epistemics in interaction refers to how participants display, manage, and orient to their own and others’ states of knowledge. This article applies recent conversation analytical work on epistemics to classrooms where language and content instruction are combined. It focuses on Epistemic Search Sequences (ESSs) through which students in peer interaction collectively resolve emerging knowledge gaps while working on pedagogic tasks. ESSs are initia…
Reconceptualizing and describing teachers’ knowledge of language for content and language integrated learning (CLIL)
Content and language integrated learning (CLIL) is an approach to bilingual education in which academic content and an additional language are taught at the same time. It is growing rapidly throughout the world, with the medium of instruction in most CLIL classrooms being English. This means that many teachers around the world are teaching academic content in English, which is neither their, nor their students’, first language. There is thus a ne…
Students’ use of evaluative language in L2 English to talk and write about history in a bilingual education programme
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 voice, for which they need to use evaluative language, in which people, actions, events and process…
The space, the time, and the money. Wind energy politics in East Germany
Contesting Coal, Contesting Climate
A key challenge for climate communication is to materialize the climate crisis experientially and create an embedded climate politics which targets the causes of climate change at source. Since 2009, the climate movement has sought to keep coal, the principle contributor to global heating, in the ground, confronting the entrenched power of the coal-industrial complex at the places where it is extracted. This article analyzes data from extended et…
Transitioning between ‘Outside’ and ‘Inside’ Knowledge in an Online University EMI Chemistry Course
Recent studies in applied linguistics research have focused on how teachers draw on ‘outside’ knowledge relating to students’ everyday life for the purpose of teaching subject matter content. This study focuses on such practices in the context of English-medium instruction (EMI) higher education in an online undergraduate chemistry module. Adopting an interdisciplinary perspective, the study combines multimodal Conversation Analysis (CA) and the …
Using legitimation code theory to investigate English medium lecturers’ knowledge-building practices
This study uses Legitimation Code Theory (LCT) to examine the knowledge-building practices of two lecturers teaching computing courses through English as a medium of instruction (EMI) at a Spanish university. LCT is a sociological framework for exploring and improving knowledge practices across academic and other fields of activity. The study uses the LCT dimension of Semantics, which sees knowledge building in terms of condensation of meaning (s…
Afterword
This article is an afterword to the special issue on social-semiotic and systemic functional approaches to content and language-integrated learning in bilingual/multilingual education. It provides a conceptual overview of the contributions of each of the six articles. It highlights the theoretical pluralism which allows SFL to be combined with a range of other perspectives from applied linguistics and education, to throw light on content and lang…
Climate movements in Germany, India, and Australia
Climate movements have emerged with increasing force as governments continually fail to address the mounting climate crisis. Successive movement strategies have proved integral to the possibility of effective climate policy and to wider prospects for intentional climate agency. Tracing the emergence of climate movements from the mid-2000s, this article highlights three main developments in strategy. First climate 'transition' centres on policy ad…
Rage into action’
Overcoming fossil fuel dependence entails overcoming the constraints of 'carbon democracy'. Transition to decarbonized society poses a profound democratic question, of whether the fossil fuel sector has the right to determine the planet's climate future. With this, energy transitions to address climate change are transformed into much deeper democratic transitions. This is already in evidence, as new claims are generated, for 'climate justice', '…
Using Legitimation Code Theory to explore knowledge building in English medium higher education teaching
This article examines theoretical and methodological issues raised when Legitimation Code Theory (LCT) is used to investigate knowledge-building practices in online and face-to-face teaching environments where English is the medium of instruction (EMI) in non-Anglophone higher education (HE) contexts. The article introduces two dimensions of LCT, Semantics and Autonomy, and demonstrates how “translation devices” were adapted and developed in two …
Lecturers’ use of examples in online university English-medium instruction
The increasing impact of internationalisation in higher education worldwide has led to the growing use of English as a medium of instruction (EMI). Much research on this phenomenon has focused on stakeholders’ viewpoints, but there is increasing interest in investigating interaction in EMI classrooms. One interactional practice which is relatively unexplored is that of EMI lecturers’ use of examples when co-constructing knowledge with students. T…
Fostering language awareness for integration through teacher-researcher collaboration in a Spanish bilingual education context
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 the context of a collaborative professional development activity, which took place in a bilingual sec…
Conceptualizing and developing teacher language awareness for content and language integration (TLA for CLI) across educational contexts
Teacher language awareness for content and language integration (TLA for CLI) is the special type of knowledge and perception of language required by teachers who teach content through a second or foreign language or combine language and content instruction. This Special Issue examines how TLA for CLIL is conceptualized and developed in diverse settings, from primary to tertiary education, around the world (North and South America, Asia, and Euro…
Epistemic positioning and knowledge-building in postgraduate neuroscience classroom interaction
This article explores the dynamics of epistemic positioning and knowledge-building in classroom interaction in two postgraduate neuroscience classrooms. Using an interdisciplinary approach combining multimodal Conversation Analysis and Legitimation Code Theory (LCT), it examines how lecturers and students negotiate epistemic stance and status through interactional practices, and how these practices legitimise certain stances or “gazes” in relatio…
Exploring Bases of Achievement in Content and Language Integrated Assessment in a Bilingual Education Program
This study explores the bases of achievement invoked by teachers when assessing students' work in the context of a bilingual education program where academic subjects are taught through English as a foreign language. During a professional development seminar, teachers judged samples of students' writing in response to tasks that elicited the three cognitive discourse functions (CDFs) of define, evaluate, and explore. The teachers' discourse was a…
Connecting target content with students through translanguaging in a postgraduate EMI pharmacology module
The use of English as medium of instruction (EMI) in non-Anglophone contexts can be seen as part of a process of 'Englishisation' which favours a monolingual policy of using only one language in the classroom. However, EMI can be seen as a multilingual phenomenon, where the declared policy of using one language (English) as the medium of instruction may not reflect actual classroom practices in which other languages are used. Such practices can b…
Building a community of inquiry in an online EMI computing course
This study investigates how a Community of Inquiry (CoI) is formed in online English-medium instruction (EMI). EMI scholarship has often treated English as an autonomous medium, while CoI research has largely relied on perception surveys, with limited attention to real-time spoken interaction, especially in multilingual contexts. To address these gaps, we combine the CoI framework (teaching, social, and cognitive presence) with a sociomaterial pe…
Knowledge-building in EMI STEM lectures
Lecturer discourse in EMI builds disciplinary knowledge, not just delivers content. • Constellation analysis and sequencing show how EMI lecturers chart knowledge pathways. • Signalling base clusters in lecturer talk can support later knowledge assembly. • EC- moves stabilise terms for recall while EC+ moves condense disciplinary knowledge. • Transporter ‘pressure points’ show where EMI language support is needed. This study examines how a lectur…
Comparative analysis of critical literacy in lower secondary curricula in Finland, Italy and Spain
Critical literacy (CL), which refers to the use of diverse communication media to analyse and critique everyday social practices, has often been credited with advancing inclusion and diversity in schools. However, criticality has been seen as a missing dimension in Content and Language Integrated Learning (CLIL), and the extent to which it figures in mainstream curricular documents is unclear. In this scenario, we aim to determine how CL is repre…
Psychology (14 works) · Second Language Learning and Teaching (14 works) · Sociology (13 works) · Mathematics education (12 works) · Pedagogy (11 works) · Computer Science (10 works) · EFL/ESL Teaching and Learning (9 works) · Discourse Analysis in Language Studies (7 works) · Linguistics (7 works) · Multilingual Education and Policy (6 works)