Elizabeth Erling, BA MSc PhD
Winter term 2022
124092 VK BEd 09.2: VK Linguistics and Language Education - Multilingualism and Language Education
490143 PS Praxisforschung
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
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, [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
Schwarzl, L., & Erling, E. (Accepted/In press). 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 Multilingual Matters.
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, Hof 8 (Campus)
1090 Wien
T: +43-1-4277-42496