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Univ.-Prof. Mag. Dr. Julia Hüttner, MSc

T: +43-1-4277-42493

julia.huettner@univie.ac.at

https://anglistik.univie.ac.at/staff/staff/detail-seite/user/huettnj8/inum/1063/backpid/30750/

Summer term 2020

120004 SE MEd 03: SE Applied Research Seminar

120005 SE MEd 03: SE Applied Research Seminar

120014 SE MEd 05: SE Thesis Seminar - Linguistics and Language Pedagogy

126231 VK MEd 01A/B: VK Specific Issues in Language Learning and Teaching / Specific Issues in EFL Teaching - Content and Language Integrated Learning

126290 KO Principles of English Language Teaching Methodology

Winter term 2019

120004 SE MEd 03: SE Applied Research Seminar

126231 VK MEd 01A/B: VK Specific Issues in Language Learning and Teaching / Specific Issues in EFL Teaching - Content and Language Integrated Learning

126290 KO Principles of English Language Teaching Methodology

Mayumi, K., & Hüttner, J. (2020). Changing beliefs on English: Study abroad for teacher development. ELT Journal, 74(3), 268–276. https://doi.org/10.1093/elt/ccaa020

Hüttner, J., & Rieder-Bünemann, A. (2020). Growing into academic L2 writing: Perceptions, practices and challenges of student authors. Fremdsprachen Lehren und Lernen, 49(1), 83-98. https://doi.org/DOI: 10.2357/FLuL-2020-0006

Dalton-Puffer, C., Hüttner, J., & Smit, U. (Accepted/In press). From voluntary to obligatory CLIL in upper secondary technical colleges: Teacher and student voices from a diverse landscape. In K. Talbot, S. Mercer, M-T. Gruber, & R. Nishida (Eds.), The psychological experience of integrating language and content: Teacher and learner perspectives Multilingual Matters Ltd..

Alfayez, H. M., & Hüttner, J. (2019). Women students from Saudi Arabia in a study abroad programme: Sociocultural experiences and English proficiency development. Study Abroad Research in Second Language Acquisition and International Education , 42(2), 193-223. [42].

Hüttner, J. (2019). Towards ‘professional vision’: video as a resource in teacher learning. In S. Mann, & S. Walsh (Eds.), The Routledge Handbook of Teacher Education (pp. 473-483). Routledge Taylor & Francis Group.

Hüttner, J. (2019). Occupying a new space: oral language skills within the disciplines in English-medium instruction. In B. Loranc-Paszylk (Ed.), Rethinking directions in language learning and teaching at university level (pp. 5-26). Research-publishing.

Rieder-Bünemann, A., Hüttner, J., & Smit, U. (2019). Capturing technical terms in spoken CLIL: a holistic method for identifying subject-specific vocabulary. Journal of Immersion and Content-Based Language Edcuation, 7(1), 4-29.

Baker, W., & Hüttner, J. (2019). “We are not the language police”: Comparing multilingual EMI programmes in Europe and Asia. International Journal of Applied Linguistics, 29(1), 78-94. https://doi.org/10.1111/ijal.12246

Dafouz, E., Hüttner, J., & Smit, U. (2018). New context, new challenges: Oral disciplinary language development in English Medium Instruction (EMI) and its implications for teacher education. TESOL Quarterly: a journal for teachers of English to speakers of other languages and of standard English as a second dialect , 50(3), 540-563. https://doi.org/10.1002/tesq.459

Hüttner, J. (2018). ELF and Content and Language Integrated Learning. In W. Baker, J. Jenkins, & M. Dewey (Eds.), The Routledge Handbook of English as a Lingua Franca (pp. 481-493). Routledge, Taylor & Francis.

Hüttner, J. (2018). Frank RABE: Englischsprachiges Schreiben und Publizieren in verschiedenen Fachkulturen: Wie deutschsprachige Forscher mit der Anglisierung der Wissenschaftskommunikation umgehen. Tübingen: Narr Francke Attempto 2016, 375 Seiten [68,– €]. Fremdsprachen Lehren und Lernen, 47(2), 145-148.

Hüttner, J., & Smit, U. (2018). Negotiating political positions: subject-specific oral language use in CLIL classrooms. International Journal of Bilingual Education and Bilingualism, 21(3), 287-302. https://doi.org/10.1080/13670050.2017.1386616

Rieder-Bünemann, A., Hüttner, J., & Smit, U. (2018). The potential of CLIL: students’ use of subject-specific terminology. CELT Matters, 2, 25-41.

Hüttner, J. (2018). Vom Lehren des Lehrplans zum Lehren der SchülerInnen: Kommentare zur Fachdidaktik des Englischen. In M. Prusse, & B. Prusse-Hess (Eds.), Wirksamer Englischunterricht: Unterrichtspraxis: Perspektiven von Expertinnen und Experten Schneider Verlag Hohengehren GmbH.

Hüttner, J. (2017). Book review: Holmes, Prue & Dervin, Fred (eds) 2016. The Cultural and Intercultural Dimensions of English as a Lingua Franca. Bristol: Multilingual Matters. Journal of English as a Lingua Franca, 6(2), 399.

Rieder-Bünemann, A., Hüttner, J., & Smit, U. (2017). Fach trifft Sprache: Untersuchungen zum Erwerb fach-spezifischer Terminologie im CLIL-Unterricht. In ÖGSD Tagungsberichte (Vol. 2.1, pp. 19-24).

Dafouz, E., Hüttner, J., & Smit, U. (2016). University Teachers' Beliefs of Language and Content Integration in English-Medium Education in Multilingual University Settings. In U. Smit, T. Nikula, E. Dafouz, & P. Moore (Eds.), Conceptualising integration in CLIL and multilingual education (pp. 123-143). Multilingual Matters.

Baker, W., & Hüttner, J. (2016). English and more: a multisite study of roles and conceptualisations of language in English medium multilingual universities from Europe to Asia. Journal of Multilingual and Multicultural Development, 38(6), 501-516. [38 (6)].

Hüttner, J. (2015). Communicative purpose in student genres: evidence from authors and texts. Fremdsprachen Lehren und Lernen, 44(1), 29-43.

Hüttner, J. (2014). Agreeing to disagree: ‘doing disagreement’ in assessed oral L2 interactions. Classroom Discourse, 5(2), 194-215. https://doi.org/10.1080/19463014.2014.893897

From innovation to normality: moving CLIL into the mainstream

Christiane Dalton-Puffer (Keynote speaker), Julia Hüttner (Keynote speaker), Ute Smit (Keynote speaker)

7 Feb 2020

Activity: Talks and presentations › Talk or oral contribution › Science to Science