Publications

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• 2020-2022

  Hüttner, J. (2020). Disciplinary Language at School: A Site of Integration in Content-and-Language Integrated Learning (CLIL). In: Hedlandova Kalischova, I. & Nemec, M. (eds.). Functional Plurality of Language in Contextualised Discourse. Brno: Masaryk University Brno.

   

  Mayumi, K. & Hüttner, J. (2020). Changing beliefs on English: Study abroad for teacher development. ELT Journal, 74(3), p. 268–276

   

  Hüttner, J. & Rieder-Bünemann, A. (2020). Growing into academic L2 writing: Perceptions, practices and challenges of student authors. In Fremdsprachen Lehren und Lernen, 41(1), pp. 83-98

   

  Dalton-Puffer, C., Hüttner, J. & Smit, U. (2020). From Voluntary to Obligatory CLIL in Upper Secondary Technical Colleges: Teacher and Student Voices from a Diverse Landscape. In: Talbot, K., Mercer, S., Gruber, M-T. & Nishida, R. (eds.). The Psychological Experience of Integrating Content and Language. Bristol: Multilingual Matters Ltd.
• 2017-2019

  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), pp. 193-223

   

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

   

  Hüttner, J. (2019). Occupying a new space: oral language skills within the disciplines in Englishmedium instruction. In B. Loranc-Paszylk (Ed.), Rethinking directions in language learning and teaching at university level (pp. 5-26). Research-publishing.net. doi.org/10.14705/rpnet.2019.31.889

   

  Rieder-Bünemann, A., Hüttner, J. & Smit, U. (2019). Capturing technical terms in spoken CLIL: a holistic method for identifying subject-specific vocabulary. In: Journal of Immersion and Content-Based Language Edcuation. 7(1), p. 4-29 16

   

  Baker, W. & Hüttner, J. (2018). “We are not the language police”: Comparing multilingual EMI programmes in Europe and Asia. International Journal of Applied Linguistics. DOI: 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), pp. 540-563.

   

  Rieder-Bünemann, A., Hüttner, J. & Smit, U. (2018). Capturing technical terms in spoken CLIL: a holistic method for identifying subject-specific vocabulary. Journal of Immersion and Content-Based Language Edcuation.

   

  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. Routledge, Taylor & Francis, pp. 481-493.

   

  Hüttner, J. (2018). Frank RABE: Englischsprachiges Schreiben und Publizieren in verschiedenen Fachkulturen: Wie deutschsprachige Forscher mit der Anglisierung der Wissenschaftskommunikation umgehen. Fremdsprachen Lehren und Lernen, 47(2), pp. 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), pp. 287-302. DOI: 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, pp. 25-41.

   

  Rieder-Bünemann, A., Hüttner, J. & Smit, U. (2017). Fach trifft Sprache. Untersuchungen zum Erwerb fachspezifischer Terminologie im CLIL Unterricht. ÖGSD Tagungsberichte, 2(1), pp. 19-24.
• 2014-2016

  • Bartosch, Ilse, Barbara Mehlmauer-Larcher. 2014. Lehrerbildnerin: auf der Suche nach einem Professionsprofil, ILS Mail (1): 18–19.
  • Berger, Armin. 2015. Validating analytic rating scales: A multi-method approach to scaling descriptors for assessing academic speaking. (Language Testing and Evaluation vol. 37). Frankfurt am Main: Peter Lang.
  • Berger, Armin. 2016. “Rating scales for assessing academic speaking: A data-based definition of progression”. VIEWS 25. anglistik.univie.ac.at/fileadmin/user_upload/dep_anglist/weitere_Uploads/Views/VIEWS_25.2_2016_Berger_final.pdf (16 September 2016).
  • Dalton-Puffer, C. & Nikula, T. 2014. Guest Editorial: Special Issue CLIL I. The Language Learning Journal 42(2) 117–122.
  • Dalton-Puffer, C., Llinares A., Lorenzo, F. & Nikula, T. 2014. “You can stand under my umbrella” Immersion, CLIL and bilingual education. A response to Cenoz, Genesee & Gorter (2013). Applied Linguistics 35(2) 213–253.
  • Dalton-Puffer, C. 2015. Elemente einer 'academic literacy': Kognitive Diskursfunktionen im englischsprachigen Fachunterricht (CLIL). In: Schmölzer-Eibinger, S. & Thürmann, E. (eds.) Schreiben als Medium des Lernens. Kompetenzentwicklung durch Schreiben im Fachunterricht. Münster: Waxmann, 115–130.
  • Dalton-Puffer, C. 2016. Cognitive Discourse Functions: Specifying an Integrative Interdisciplinary Construct In: Nikula, T, Dafouz, E. Moore, P. & U. Smit (eds.) 2016. Conceptualising integration CLIL and multilingual education. Clevedon: Multilingual Matters. pp. 29–54.
  • Dalton-Puffer C. & Ute Smit. 2016. Content and language integrated learning and ELF. In: Pitzl, Marie-Luise & Ruth Osimk-Teasdale (eds.) 2016. English as a lingua franca: perspectives and prospects. Contributions in Honour of Barbara Seidlhofer. Trends in Applied Linguistics. 235–244.
  • Dannerer, Monika & Ute Smit. 2015. Fach(sprachen)unterricht in der Erst-, Zweit- und Fremdsprache: Durchgängige Sprachförderung und CLIL – Konvergenz und Divergenz. Moderne Sprachen 58: 149–153.
  • Heaney, Helen. "Teaching reading". 2014. In: Mewald, C. et al. (eds.) Darstellung der Kompetenzorientierung durch E8 Bildungsstandards im Unterricht der SEK1 in einem Multimedia Paket: Bildungsstandards Englisch 8. Unterrichtsvideos und Begleitmaterialien [DVD]. Wien: bifie.
  • Hüttner, Julia & Ute Smit. 2014. CLIL (Content and Language Integrated Learning): The bigger picture: A response to: A. Bruton. 2013. CLIL: Some of the reasons why ... and why not. System 41 (2013): 587–597. System 44: 160–167.
  • Llinares, A. & Dalton-Puffer, C. 2015. The role of different tasks in CLIL students' use of evaluativelanguage. System 54, 69–79.
  • Lorenzo, Francisco and Christiane Dalton-Puffer: Historical Literacy in CLIL: Telling the Past in a Second Language. In: Nikula, T, Dafouz, E. Moore, P. & U. Smit (eds.) 2016. Conceptualising integration CLIL and multilingual education. Clevedon: Multilingual Matters, 55–72.
  • Maier, Sebastian, Monika Dannerer & Ute Smit. 2014. Fach(sprachen)unterricht in der Erst-, Zweit- und Fremdsprache. Durchgängige Sprachförderung und CLIL – Konvergenz und Divergenz. (Workshopbericht) Verbal Newsletter 1/2014: 6–10.
  • Mehlmauer-Larcher, Barbara, Daniela Weitensfelder. 2014. Die Überwindung des Aschenputtel-Daseins: Theoretische Verortung und methodische Umsetzung einer Begleitlehrveranstaltung zum Fachpraktikum Englisch (FAP/E), in: Ilse Schrittesser et al. (Hrsg.) Zauberformel Praxis. Zu den Möglichkeiten und Grenzen von Praxiserfahrungen in der LehrerInnenbildung. Wien: new academic press, 154–173.
  • Mehlmauer-Larcher, Barbara. 2015. English Language Education in Austria: Teacher Education in the Context of the CEFR – Key-note Speech at the Language Education EXPO 2015. Language Teacher Education and Related Fields, JACETSIG-ELE Journal 2, 22–36.
  • Nikula, T. & Dalton-Puffer, C. 2015. Guest Editorial: Special Issue CLIL II. The Language Learning Journal 43(3) 235–238.
  • Nikula, Tarja, Emma Dafouz, Patricia Moore & Ute Smit (eds.). 2016. Conceptualising integration in CLIL and multilingual education. Bristol, England: Multilingual Matters. 304pp.
  • Nikula, Tarja; Dalton-Puffer,C. Llinares, A. and Francisco Lorenzo. 2016. More Than Content and Language: The Complexity of Integration in CLIL and Multilingual Education. In: Nikula, T, Dafouz, E. Moore, P. & U. Smit (eds.) 2016. Conceptualising integration in CLIL and multilingual education. Clevedon: Multilingual Matters, 1–25.
  • Richter, K. 2015. “English-Medium Instruction and Pronunciation. A longitudinal case study of Austrian Business Students at the University of Applied Sciences Vienna”. Unpublished PhD Thesis. University of Vienna, Austria.
  • Richter, K. 2015. “English Medium Instruction and pronunciation. Outline of a longitudinal case study.” In R. Wilkinson & M Walsh (eds.). Integrating Content and Language in Higher Education: From Theory to Practice Selected Papers from the 2013 ICLHE Conference. Frankfurt: Peter Language International Academic Publishers, 275–290.
  • Richter, K. 2016. “Researching tertiary EMI and pronunciation. A case study from Vienna”. In J. Valcke & R. Wilkinson (Eds.), At the crossroads between innovation and practice. Selected Papers from the IV International Conference Integrating Content and Language in Higher Education 2015. Frankfurt: Peter Lang.
  • Richter, K. 2016. “Exploring English-medium instruction and pronunciation: What’s in it for the students?” in Psonder, T.; Casey A.; Tatzl D.; Millward-Sadler, A. and Meixner, K. (eds.): Teaching ESP in Higher Education: Examples from evidence-based practice. Proceedings of the 8th Austrian UAS Language Instructors’ Conference. FH Joanneum Graz/Austria, 40–48.
  • Smit, Ute. 2015. CLIL und der tertiäre Sektor: eine kritische Bestandsaufnahme. In Bernd Rüschoff, Julian Sudhoff & Dieter Wolff (eds.). CLIL Revisited: Eine kritische Analyse des gegenwärtigen Standes des bilingualen Sachfachunterrichts. Peter Lang, 75–98
  • Smit, U. & Dalton-Puffer, C. 2015. ConCLIL: ein internationales Meta-Projekt zum Begriff der Integration im bilingualen Sachfachunterricht. Verbal-Newsletter (Organ des Verbands für Angewandte Linguistik) 16 (2) 25–27.
• 2011-2013

  • Berger, Armin. 2012. “Creating language assessment literacy: a focus on teacher education”. In Hüttner, Julia et al. (eds). Theory and Practice in EFL Teacher Education: Bridging the Gap. Bristol: Multilingual Matters, 39–56.
  • Bonnet, Andreas & Christiane Dalton-Puffer. 2012. Great Expectations? Competence and standard related questions concerning CLIL moving into the mainstream. In: Breidbach Stephan & Britta Viebrock (eds.) CLIL: Research, Policy and Practice. Frankfurt: Lang.
  • Dalton-Puffer, C., Faistauer, R., Vetter, E. 2011. A survey of research on language teaching and language learning in Austria 2004-2009.Language Teaching 44.1, 182–211.
  • Dalton-Puffer, Christiane & Ute Smit 2013. Content-and-language integrated learning:a research agenda. Language Teaching 46.4 (to appear)
  • Dalton-Puffer, Christiane 2011. Content and language integrated learning –from practice to principles? Annual Review of Applied Linguistics31, 182–204.
  • Dalton-Puffer, Christiane.2011. Explaining: a central discourse function in instruction. In: Escobar, Cristina / Nussbaum, Luci (eds.): Aprende en una altra llengua/Learning through another language/Aprender en otra lengua.Barcelona: Servei de Publicacions de la UAB. pp.119–139.
  • Dalton-Puffer, Christiane. 2013. Diskursfuntionen und generische Ansätze. In: Hallet, Wolfgang & Königs Frank (eds.) Handbuch Bilingualer Unterricht / Content and Language Integrated Learning. Seelze: Klett Kallmeyer, 138–145.
  • Heaney, Helen. 2011. “Does mytext mean the same as yours? Cultural bias in reading tests”. In Vukanovic, Marija Brala; Vodopija-Krstanovic, Irena (eds.) The Global and Local Dimensions of English: Exploring Issues of Language and Culture. Vienna: LIT Verlag, 45–58.
  • Heaney, Helen. 2011. “Issues in developing a tertiary-level English reading comprehension test”. PhD thesis. University of Klagenfurt.
  • Heaney, Helen. 2013. “Fleshing out CEFR descriptors at C1 and above for the assessment of academic writing in Departments of English at Austrian universities”. Dutch Journal of Applied Linguistics2(1), 43–56.
  • Hinterlehner, Susanne; Zankl, Pamela; Dalton-Puffer, Christiane. 2012. Forschungsplattform Theorie und Praxis der Fachdidaktik(en) an der Universität Wien. In: Hinger, Barbara, Eva maria Unterrainer, David Newby (eds)) Sprachen lernen: Kompetenzen entwickeln -Performanzen (über)prüfen. Tagungsband der 5. Tagung der Österreichischen Gesellschaft für Sprachendidaktik (ÖGSD): Innsbruck, 23.-25. September 2010. Wien: Praesens, 78–89.
  • Horak, Angela, Margarete Nezbeda,Michael Schober und Daniela Weitensfelder. 2011. Aufbau von Sprechkompetenzen in der Sekundarstufe I. Graz: ÖSZ Praxisreihe 16.
  • Horak, Angela, Margarete Nezbeda,Michael Schober und Daniela Weitensfelder. 2012. Aufbau von Schreibkompetenzen in der Sekundarstufe I. Graz: ÖSZ Praxisreihe 17.
  • Hüttner, Julia & Christiane Dalton-Puffer. 2012 Der Einfluss subjektiver Sprachlerntheorien auf den Erfolg der Implementierung von CLIL Programmen. In: Breidbach Stephan & Britta Viebrock (eds.) CLIL: Research, Policy and Practice. Frankfurt: Lang
  • Hüttner, Julia and Ute Smit. 2011. Developing student teachers' 'pedagogical content knowledge' in English for Specific Purposes: The ‘Vienna ESP approach’. In Julia Hüttner, BarbaraMehlmauer-Larcher, Susanne Reichl and Barbara Schiftner (eds.) Theory and Practice in EFLTeacher Education: Multilingual Matters, 164–185.
  • Hüttner, Julia, Barbara Mehlmauer-Larcher, Susanne Reichl & Barbara Schiftner (eds.) 2012. Theory and Practice in EFL Teacher Education. Bridging the Gap. Bristol: Multilingual Matters.
  • Hüttner, Julia, Christiane Dalton-Puffer and Ute Smit. 2013. The power of beliefs: lay theories and their influence on the implementation of CLIL programmes. International Journal of Bilingual Education and Bilingualism16/3: 267–284.
  • Mehlmauer-Larcher, Barbara. 2010. Die Unterstützung von Reflexionsprozessen in der LehrerInnenbildung mit Hilfe des EPOSTLs (European Portfolio for Student Teachers of Languages), in: Claus Altmayer et. al. (Hrsg.) Grenzen überschreiten: sprachlich -fachlich -kulturell. Baltmannsweiler: Schneider-Verlag Hohengehren, 51–61.
  • Mehlmauer-Larcher, Barbara. 2011. Implementing the EPOSTL in the early phase of pre-service EFL teacher education, in: David Newby et al. (eds.) Using the European Portfolio for Student Teachers of Languages. Strassbourg: Council of Europe Publishing, 29–35.
  • Mehlmauer-Larcher, Barbara. 2012. The EPOSTL: A Tool to Promote Reflection and Learning in Pre-Service Teacher Education, in: Julia Hüttner et al. (eds.) Theory and Practice in EFL Teacher Education. Bridging the Gap. Bristol: Multilingual Matters, 186–203.
  • Mehlmauer-Larcher, Barbara. 2012. The EPOSTL: Promoting Language Teacher Learning in the Context of FieldExperiences, in: David Newby (ed.) 2012. Insights into the European Portfolio for Student Teachers of Languages(EPOSTL). Newcastle: Cambridge Scholars, 175–194.
  • Nikula, Tarja, Ana Llinares & Christane Dalton-Puffer. 2013. European research on CLIL classroom discourse. International Journal of Immersion and Content Based Edcuation 1 (1)
  • Reichl, Susanne. 2013. "Doing Identity, Doing Culture. Transcultural Learning through Young Adult Fiction." In Bland, Janice; Lütge Christiane (eds.). Children's Literaturein Second Language Education. London: Bloomsbury, 107–117.
  • Smit, Ute and Emma Dafouz (eds.) 2012. Integrating Content and Language in Higher Education: Gaining Insights into English-Medium Instruction at European Universities. AILA Review25.
  • Smit, Ute and Emma Dafouz. 2012. Integrating content and language in higher education: An introduction to English-medium policies, conceptual issues and research practices across Europe. In Ute Smit and Emma Dafouz (eds.) Integrating Content and Language in Higher Education: Gaining Insights into English-Medium Instruction at European Universities. AILA Review 25: 1–12.
  • Smit, Ute. 2012. Student learning in ‘ICELF’ (Integrating Content and English as a lingua franca): on an implicit approach to English medium teaching. Reviewed working paper for the Symposium on “Dynamic Content and Language Integration in Higher Education: Focusing on Student Learning”, Chambers University, Gothenberg, Sweden, 18-20 June 2012.http://www.ait.gu.se/english/language-and-communication/iclhe2012/papers/
• 2007-2010

  • Berns, Margie; Seidlhofer, Barbara (eds.). 2009. “Symposium: Englishes in World Contexts”. World Englishes 28(2), 190-269.
  • Born-Lechleitner, Ilse; Moser, Wolfgang; Weitensfelder, Daniela. 2009. Das Verhältnis von Lehrwerken für Fremdsprachen und das Kompetenzmodell “Gemeinsamer europäischer Referenzrahmen für Sprachen“ (GERS). ÖSZ Praxisreihe 10. Graz: ÖSZ.
  • Burns, Anne; Seidlhofer, Barbara. 2010. “Speaking and pronunciation”. In Schmitt,Norbert (ed.) An Introduction to Applied Linguistics (2nd edition). London: Hodder Education, 197-214.
  • Dalton-Puffer, Christiane. 2007. “Academic language functions in a CLIL environment”. In Marsh, David; Wolff, Dieter (eds.). Diverse Contexts – Converging Goals. (Mehrsprachigkeit in Schule und Unterricht 6). Frankfurt: Peter Lang, 201-210.
  • Dalton-Puffer, Christiane. 2007. Discourse in Content-and-Language-Integrated Learning (CLIL) Classrooms. (LL&LT20). New York, Amsterdam: Benjamins.
  • Dalton-Puffer, Christiane. 2007. “Fremdsprache als Medium des Wissenserwerbs: Definieren und Hypothesenbilden”. In Caspari, Daniela; Hallet, Wolfgang; Wegner, Anke; Zydatiß, Wolfgang (eds.). Bilingualer Unterricht macht Schule. Beiträge aus der Praxisforschung. Frankfurt: Lang, 67-79.
  • Dalton-Puffer, Christiane. 2007. “Outcomes and processes in Content and Language Integrated Learning (CLIL): Current research from Europe”. In Delanoy, Werner; Volkmann, Laurenz (eds.). Future Perspectives for English Language Teaching. Heidelberg: Carl Winter.
  • Dalton-Puffer, Christiane. 2008. “Communicative competence in ELT and CLIL Classrooms: Same or different?”. In Hüttner, Julia; Mehlmauer-Larcher, Barbara (eds). 2008. Instructed Language Learning in Austria. Special Issue of VIEWS17/3, 14-21.
  • Dalton-Puffer, Christiane. 2009. “Communicative competence and the CLIL lesson”. InRuiz de Zarobe, Yolanda; Jimenez Catalan, Rosa (eds.). Content and Language Integrated Learning: Evidence from Research in Europe. Clevedon: Multilingual Matters, 197-214.
  • Dalton-Puffer, Christiane; Hüttner, Julia; Jexenflicker, Silvia; Schindelegger, Veronika; Smit, Ute. 2008. Content and Language Integrated Learning an Österreichs Höheren Technischen Lehranstalten. Forschungsbericht. Bundesministerium für Unterricht, Kultur und Kunst, Abt. II/2.
  • Dalton-Puffer, Christiane; Hüttner, Julia; Schindelegger, Veronika; Smit, Ute. 2009.“Technology geeks speak out: What students think about vocational CLIL”.International CLIL Research Journal 1(2), 17-25. www.icrj.eu/index.php (11 May 2009).
  • Dalton-Puffer, Christiane; Nikula, Tarja (eds.). 2006. Current Research on CLIL. Special issue of Vienna English Working Papers 15(3). anglistik.univie.ac.at/fileadmin/user_upload/dep_anglist/weitere_Uploads/V iews/views15_3_clil_special.pdf (11.05.2008).
  • Dalton-Puffer, Christiane; Nikula, Tarja; Smit, Ute (eds.). 2010. Language Use and Language Learning in CLIL Classrooms. Amsterdam et al.: Benjamins, 279-292.
  • Dalton-Puffer, Christiane; Nikula, Tarja; Smit, Ute. 2010. “Charting policies, premisesand research on content and language integrated learning”. In Dalton-Puffer, Christiane; Nikula, Tarja; Smit, Ute (eds.). Language Use and Language Learning in CLIL Classrooms. Amsterdam et al.: Benjamins, 1-22.
  • Dalton-Puffer, Christiane; Nikula, Tarja; Smit, Ute. 2010. “Language use and language learning in CLIL: Current findings and contentious issues”. In Dalton-Puffer, Christiane; Nikula, Tarja; Smit, Ute (eds.). Language Use and Language Learning in CLIL Classrooms. Amsterdam et al.: Benjamins, 279-292.
  • Dalton-Puffer, Christiane; Nikula, Tarja; Smit, Ute. 2010. CLIL and Immersion Classrooms: Applied Linguistic Perspectives. International Journal of Applied Linguistics 20(3), 432-433.
  • Dalton-Puffer, Christiane; Smit, Ute (eds.). 2007. Empirical Perspectives on CLIL Classroom Discourse - CLIL: Empirische Untersuchungen zum Unterrichtsdiskurs.(Sprache im Kontext). Frankfurt, Wien: Peter Lang.
  • Dalton-Puffer, Christiane; Smit, Ute. 2007. Introduction. In Dalton-Puffer, Christiane; Smit, Ute (eds.). Empirical Perspectives on CLIL Classroom Discourse - CLIL: Empirische Untersuchungen zum Unterrichtsdiskurs. (Sprache im Kontext). Frankfurt, Wien: Peter Lang.
  • Dalton-Puffer, Christiane; Smit, Ute (eds.). Current Research on CLIL 3. Sonderband VIEWS 19/3.
  • Dalton-Puffer, Christiane; Silvia Jexenflicker. 2010. “The CLIL differential: Comparing thewriting of CLIL and non-CLIL students in higher colleges of technology”. In Dalton- Puffer, Christiane; Nikula, Tarja; Smit, Ute (eds.). Language Use and Language Learning in CLIL Classrooms. Amsterdam et al.: Benjamins, 169-190.
  • Fachinetti, Roberta; Crystal, David; Seidlhofer, Barbara (eds.). 2010. From International to Local English – And Back Again. Frankfurt: Peter Lang.
  • Fellner, Astrid; Heissenberger, Klaus. “Teaching American Studies as Cultural Studies”. In Steiner, Dorothea (ed.). American Studies in Austria. Wien: LIT Verlag.
  • Fellner, Astrid. 2008. “Crossing borders, shifting paradigms: New perspectives onAmerican Studies”. Arbeiten aus Anglistik und Amerikanistik 33(1), 21-46.
  • Furch, Elisabeth; Allgäuer-Hackl, Elisabeth; Seidlhofer, Barbara. 2009. LehrerInnenbildung und Mehrsprachigkeit in ÖSZ, und BMUKK. In Österreichisches Sprachen-Kompetenz-Zentrum. Sprachen-konferenz 2008: Unsere Gesellschaft ist mehrsprachig – unsere Bildung auch? Maßnahmen für ein Gesamtkonzept sprachlicher Bildung in Österreich. Konferenzbericht. ÖSZ Fokus 8. Graz: ÖSZ.
  • Hülmbauer, Cornelia; Böhringer, Heike; Seidlhofer, Barbara. 2008. “Introducing English as a lingua franca (ELF): Precursor and partner in intercultural communication”.Synergies Europe 3, 25-36.
  • Hüttner, Julia. 2007. Academic Writing in a Foreign Language: An Extended Genre Analysis of Student Texts. Frankfurt am Main et al.: Peter Lang.
  • Hüttner, Julia; Mehlmauer-Larcher, Barbara (eds). 2008. Instructed Language Learning in Austria. Special Issue of VIEWS 17/3.http://www.univie.ac.at/Anglistik/views_special_%2017_3.pdf (06 May 2009).
  • Hüttner, Julia; Mehlmauer-Larcher, Barbara; Smit, Ute. 2008. “Fit für die globalisierteWelt? – Ein neues Ausbildungsmodul Fachsprache für EnglischlehrerInnen”. In Tritscher-Archan, Sabine (ed.). Fremdsprachen für die Wirtschaft. Analysen, Zahlen, Fakten. Wien: IBW (Österreichisches Institut für Bildungsforschung der Wirtschaft), 109-116.
  • Hüttner, Julia; Smit, Ute; Mehlmauer-Larcher, Barbara. 2009. “ESP teacher education atthe interface of theory and practice: Introducing a model of mediated corpus- based genre analysis”. System 37(1), 99-109.
  • Kaltenböck, Gunther; Mehlmauer-Larcher, Barbara. 2005. “Computer corpora in the language classroom: A critical view”. Teacher Trainers and Educators SIG Newsletter 2, 14-18.
  • Kaltenböck, Gunther; Mehlmauer-Larcher, Barbara. 2006. “Preparing teachers for ESP:The use of computer corpora”. In Fritz, Thomas (ed.). What Next? Trends, Traditions and Developments in Teacher Education. Wien: Edition Volkshochschule, 213-221.
  • Kaltenböck, Gunther; Mehlmauer-Larcher, Barbara. 2007. “Applying a genre-informedapproach in the ESP classroom”. ELT News Austria, 42-47.
  • Kaltenböck, Gunther; Mehlmauer-Larcher, Barbara. 2008. “Using computer corpora in EFL teaching: Applications and pedagogical perspectives”. In Delanoy, Werner; Volkmann, Laurenz (eds.). Future Perspectives for English Language Teaching. Heidelberg: Winter, 103-118.
  • Knapp, Karlfried; Seidlhofer, Barbara (eds.) in collaboration with Henry G. Widdowson. 2009. Foreign Language Communication and Learning (Vol. 6 of Handbooks of Applied Linguistics). Berlin: Mouton de Gruyter.
  • Knapp, Karlfried; Seidlhofer, Barbara; Widdowson, Henry G. 2009. “Introduction. Developing foreign language communication: principles and practices”. In Knapp, Karlfried; Seidlhofer, Barbara (eds.). Handbook of Foreign Language Communication and Learning. Berlin & New York: Mouton de Gruyter, 1-18.
  • Martinek, Thomas. 2009. “Pronunciation in the EFL Classroom: Zigzagging between RPand English as a Lingua Franca”. In VIEW[Z], Vienna English Working Papers 18(3) (Special Issue: Conference Proceedings – Bridging the Gap between Theory and Practice in English Language Teaching), 83-86.
  • Mehlmauer-Larcher, Barbara. 2010. “Die Unterstützung von Reflexionsprozessen in derLehrerInnenbildung mit Hilfe des EPOSTLs (European Portfolio for Student Teachers of Languages)”. In Altmayer, Claus et al. (eds.). Grenzen überschreiten: sprachlich – fachlich – kulturell. Baltmannsweiler: Schneider-Verlag Hohengehren, 51-61.
  • Mehlmauer-Larcher, Barbara; Kaltenböck, Gunther. 2005. “Coping with texts in the world of business: What a genre-informed approach can offer”. BESIG Business Issues3(5), 9-12.
  • Mehlmauer-Larcher, Barbara; Dalton-Puffer, Christiane; Hüttner, Julia. 2009. “Bereit für professionelle Herausforderungen: Universitäre EnglischlehrerInnenbildung in Wien”. Erziehung & Unterricht 5(6), 518-526.
  • Novak, Julia. 2007. “Book Groups - the pleasure factor: The potential of school book groups for EFL learners”. English Language Teaching News Spring, 26-28.
  • Reichl, Susanne. 2008. “Teaching literature at university: 'Anglistik' as a CLIL-Context”.VIEWZ Vienna English Working Papers 17(3), 49-56.
  • Reichl, Susanne. 2008. “Teaching The Buddha of Suburbia”. In Peters, Susanne; Stierstorfer, Klaus; Volkmann, Laurenz (eds.). Teaching Contemporary Novels. Trier: WVT, 309-324.
  • Reichl, Susanne. 2009. Cognitive principles, Critical Practice: Reading Literature at University. Göttingen: Vienna University Press.
  • Reichl, Susanne. 2010. “Teaching literature in a foreign language – A focus on reading strategies”. In Meyer, Michael (ed.). Teaching Literature at the University (special edition of Literatur in Wissenschaft und Unterricht), 293-296.
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