Elizabeth Erling, BA MSc PhD
Gitschthaler, M., Erling, E., & Schwab, S. (2024). Segregation or Integration? German language support teachers’ beliefs about ‘ideal’ language support models in Austria. Journal of Multilingual and Multicultural Development. Advance online publication. https://doi.org/10.1080/01434632.2024.2301990
Erling, E., Siwik, F., Haslacher, K., & Foltz, A. (Accepted/In press). Have Pre-Service English Teachers Moved beyond Multilingualism? A Comparison between Austria and Germany. In E. Krompak (Ed.), Beyond Multilingualism: Translanguaging in Education Multilingual Matters.
Erling, E., Mukherjee, S. J., Safford, K., & Tugli, F. M. (2024). Ideologies of English and Language of instruction in Ghana: Educator Perceptions and Pressures. In C. Reilly, F. Chimbutane, J. Clegg, C. Rubagumya, & E. Erling (Eds.), Multilingual Learning: Assessment, Ideologies and Policies in Sub-Saharan Africa Routledge, Taylor & Francis.
Reilly, C., Feliciano, C., John, C., Casmir, R., & Erling, E. (Eds.) (2024). Multilingual Learning: Assessment, Ideologies and Policies in Sub-Saharan Africa. Routledge, Taylor & Francis. Routledge Series in Language and Content Integrated Teaching & Plurilingual Education Vol. 2 https://www.taylorfrancis.com/books/edit/10.4324/9781003311553/multilingual-learning-assessment-ideologies-policies-sub-saharan-africa-colin-reilly-feliciano-chimbutane-john-clegg-casmir-rubagumya-elizabeth-erling
Erling, E. (2024). Offering possibilities for reflection to support multilingual language learners. In O. W. Andrews, & A. D. Tomlin (Eds.), When We Hear Them: Attuning Teachers to Language Diverse Learners (pp. 227-241). Information Age Publishing.
Erling, E. (2024). Researching English as a Language for International Development (ELFID) in Bangladesh and Beyond. TESOL Bangladesh Journal, 1(1), 53-76. https://doi.org/10.69907/tbj.v1i1.71
Erling, E., Yildiz, G., & Weidl, M. (2024). Teaching the time using translanguaging pedagogies in Austrian ELT: A transformational action research collaboration. In M. N. Güngör (Ed.), Action Research in English Language Teaching: Voices from Diverse Contexts (pp. 67-96). Orient BlackSwan.
Erling, E., & Foltz, A. (Accepted/In press). Towards social justice in English language education: Harnessing teachers’ emerging translanguaging stance. In A. Biel, & F. Esleben (Eds.), Taking Action in Language Education: Bringing Social Justice into the Classroom Multilingual Matters.
Resch, K., & Erling, E. (2023). Die spezifischen Vulnerabilitäten von Schüler*innen in Deutschförderklassen während der COVID-19 Pandemie. In N. Dimmel, & G. Schweiger (Eds.), Kinder und Jugendliche in pandemischer Gesellschaft (pp. 221-234). Springer VS. https://doi.org/10.1007/978-3-658-39304-5_13
Erling, E. (2023). De-localising and re-localising teacher education: from the international to the local and back. In S. Coelsch-Foisner, & C. Herzog (Eds.), Kulturelle Dynamiken/Cultural Dynamics / Jenseits der Grenze: De-/Re-Lokalisierung | Hybridisierung (pp. 169-186). Winter Verlag.
Weidl, M., & Erling, E. (2023). Kultursensible Bildung, Mehrsprachigkeit und Englischlernen: Einblicke in einen Udele-Workshop an der Universität Wien. Schulheft, 191.
Schwarzl, L., & Erling, E. (2023). Supporting a Shift in Stance about Translanguaging Pedagogies: Insights from a Teacher-Researcher Collaboration in Vienna. In L. Shepard-Carey, & Z. Tian (Eds.), (Re)imagining the Future of Translanguaging Pedagogies in Classrooms through Teacher-Researcher Collaboration (pp. 90). Multilingual Matters.
Gspandl, J. (Ed.), Korb, C. (Ed.), Heiling, A. (Ed.), & Erling, E. (2023). The Power of Voice in Transforming Multilingual Societies. Multilingual Matters.
Gitschthaler, M., Erling, E., Stefan, K., & Schwab, S. (2022). Teaching Multilingual Students During the COVID-19 Pandemic in Austria: Teachers’ Perceptions of Barriers to Distance Learning. Frontiers in Psychology, 13, Article 805530. https://doi.org/10.3389/fpsyg.2022.805530
Erling, E., Gitschthaler, M., & Schwab, S. (2022). Is segregated language support fit for purpose? Insights from German language support classes in Austria. European Journal of Educational Research, 11(1), 573-586. https://doi.org/10.12973/eu jer.11.1.573
Erling, E., Clegg, J. (Ed.), Rubagumya, C. (Ed.), & Reilly, C. (Ed.) (2021). Multilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa. Routledge, Taylor & Francis. Routledge Series in Language and Content Integrated Teaching & Plurilingual Education Vol. 1 https://www.taylorfrancis.com/books/edit/10.4324/9781003028383/multilingual-learning-language-supportive-pedagogies-sub-saharan-africa-elizabeth-erling-john-clegg-casmir-rubagumya-colin-reilly
Erling, E., Schekulin, C., Thir, V., Seidlhofer, B., & Widdowson, H. G. (2016). I English Language, Section 12: English as a lingua franca. The Year's Work in English Studies, 95(1), 130-169.
Department of English and American Studies
Spitalgasse 2
1090 Wien
Room: 3G-O2-19
T: +43-1-4277-42496