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Facultad de Filosofía y LetrasFacultad de Filosofía y Letras

Whittaker, Rachel

Profesora Honoraria
Despacho:
308- VIbis
email:
rachel@uam.es
Teléfono:
914974425
Fax:
914974428
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Resumen curriculum vitae

Rachel Whittaker is honorary lecturer in the English Philology Department of the Madrid Universidad Autónoma. She works in the areas of reading and writing in Content and Language Integrated Learning (CLIL), in EFL, and  in Spanish as L1 or L2, as well as in discourse analysis. She has co-written -with Ana Llinares and Tom Morton- a book on language use and development in CLIL classes The Roles of Language in CLIL(CUP, 2012). With Anne McCabe and Mick O'Donnell she edited two collections on literacy published by Continuum: Language and Literacy: Functional Approaches, (R. Whittaker, M. O’Donnell and A. McCabe eds. 2006 and Advances in Language and Education, (A. McCabe, M. O’Donnell and R. Whittaker eds. 2007). A number of studies on writing in EFL in Spanish secondary schools on which she worked with Ana Martín Úriz based on the UAM Corpus of Written Interlanguage appear in La composición como comunicación: una experiencia en las aulas de bachillerato (A. Martín Úriz and R. Whittaker eds. 2005). Recently, she co-edited (with Isabel García-Parejo) a monograph of the Journal Lenguaje y Textos (Teoría y práctica del modelo Reading to Learn (Leer para aprender y para escribir) en contextos educativos transnacionales) to appear in spring 2018, on a literacy project she coordinated for Spain. She has published a number of different studies on Content and Language Integrated Learning (CLIL) with Ana Llinares in the framework of the UAM-CLIL Project (uam-clil.org), of which she is co-founder. 
She has been a coordinator the Masters Programme in English Applied Linguistics at the UAM, and previously was in charge of the UAM Doctoral Programme in Applied Linguistics (which received the Mención de Calidad), for many years. She has been on the editorial board of the Journal of Second Language Writing for a period, and reviews for a number of other journals.

Investigación

Áreas de especialización

Literacy in L2 ; Writing in academic contexts; Register and genre; Discourse analysis; CDA; Systemic Functional Linguistics

 

Líneas de investigación

Literacy in L2 ; Writing in academic contexts; Register and genre; Systemic Functional Linguistics

Docencia

Asignaturas impartidas

The language of school disciplines in Content and Language Integrated Learning (CLIL) in the Master in English Applied Linguistics, Practicum and TFM in the Máster Formación del Profesorado de Enseñanza Secundaria y Bachillerato

Horario de tutorías

By appointment            

 

Publicaciones

Whittaker, R., & I. García-Parejo (in press) Teacher Learning for European Literacy Education (TeL4ELE): Genre-based pedagogy in five European countries. European Journal of Applied Linguistics.

Whittaker, R., & A.-C. Lövestedt (in press). Un proyecto europeo para la mejora de competencias discursivas en Europa: Reading to Learn en TeL4ELE. In  García-Parejo & Whittaker (eds.) (Teoría y práctica del modelo Reading to Learn (Leer para aprender y para escribir) en contextos educativos. Monograph Lenguaje y Textos.

McCabe, A. & R. Whittaker (2017) Genre and appraisal in CLIL history texts: developing the voice of the historian. In A. Llinares & T. Morton (eds.) Applied Linguistics Perspectives on CLIL (Content and Language Integrated Learning). Amsterdam: Benjamins. 105-124.

Whittaker, R., & C. Acevedo (2016). Working on literacy in CLIL/bilingual contexts: Reading to Learn and teacher development. Estudios sobre Educación 35. 37-55. https://www.unav.edu/publicaciones/revistas/index.php/estudios-sobre-educacion/article/view/7752

Acevedo, C,  Coffin, C., Gouveia, C., Lövstedt, A-C & Whittaker, R. (2016) Teacher Learning for European Literacy Education (TeL4ELE) 2011- 2013. In H. de Silva Joyce & S. Feez (eds) Theory, Research and Practice of Literacies. London:  Palgrave Macmillan.

Whittaker, R. (2014). Teacher learning for European literacy education (TeL4ELE) Final report Spain.  tel4ele.eu or http://formule.es/

García Parejo, I., R. Whittaker, Mª L. García Bermejo, T. Bordón, I. Blecua, B. Pedrosa (2013) ¿Cómo construir un andamiaje discursivo eficaz  para favorecer el aprendizaje integrado de la lectura y de la escritura en las diferentes disciplinas del currículo?  In T. Ramiro-Sánchez, M.T. Ramiro y M.P. Bermúdez (eds.)  Avances en Ciencias de la Educación y del Desarrollo. Asociación Española de Psicología Conductual (AEPC).

Whittaker, R., A. Llinares & A. McCabe (2011) Written discourse development in CLIL at secondary school. In Roy Lyster & Susan Ballinger (eds.) Content-Based Language Teaching: Convergent Concerns Across Divergent Contexts. Special issue of Language Teaching Research. 343-363.

Martín Úriz, A, R. Whittaker, S. Murcia  & K. Vidal 2008. The expression of Experiential meaning in EFL students’ texts: an analysis of secondary school recounts. In C. Jones & E. Ventola (eds.)  From Language to Multimodality: New Developments in the Study of Ideational Meaning. London: Equinox. 209-227.

Martín Úriz, A, L. Hidalgo, S. Murcia,  K. Vidal &  R. Whittaker  (2008) Gender differences in recounts written in English by Spanish pre-university students.  In R. Monroy & A. Sánchez (eds.) 25 Años de Lingüística Aplicada en España: Hitos y Retos/ 25 Years of Applied Linguistics in Spain: Milestones and Challeges. 123-130. Murcia:  U. Murcia Servicio Publicaciones.

Más información

Otra información de interés:

Co-founder with Ana Llinares of the UAM-CLIL Project (uam-clil.org), of which she is an active member, working on the written section of the UAM-CLIL Corpus. Coordinator for Spain of the Comenius Project, Teacher Learning for European Literacy Education (telcon2013.com, formule.com) which brought the functional linguistics-based pedagogy Reading to Learn (Rose 2017, readingtolearn@au.com) to a number of European countries. She continues research, implementation and teacher-training in the model with the group ForMuLe (Foro de Multilingüismo, Literacidad y Educación, formule-punto-com) coordinated by Isabel García Parejo at the Education Faculty, Universidad Complutense de Madrid. Member of the group researching on EFL interlanguage writing at secondary school (writing as communication, innovation in approaches to writing in EFL classes, student knowledge of genre, register) led by Ana Martín Úriz, for many years.

Facultad de Filosofía y Letras. UAM. Campus de Cantoblanco. 28049 Madrid · Contacto: +34 91 497 4354 ·  informacion.filosofia@uam.es ·           Web:webmaster.filosofia@uam.es