Contributions

 

VOLUME 3 (2019)

 

Hahn, Stephanie

The problem with materials in CLIL: Needs and perspectives of Austrian CLIL history teachers

Published online: 17 September 2019

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Wegscheider, Bianca

What Austrian EFL teachers think about grammar teaching

Published online: 17 September 2019

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Richter, Karin & Smith-Dluha, Gabrielle

Student perceptions of electronic peer feedback in the EFL writing classroom

Published online: 27 February 2019

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VOLUME 2 (2018)

 

Loacker, Theresa

The teachers’ motivation, professionalism and passion matter. How motivated, professional and passionate Austrian EFL primary and secondary teachers motivate their learners

Published online: 16 October 2018

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Special focus on upper secondary CLIL: 

Dalton-Puffer, Christiane & Smit, Ute

Introducing four papers on upper secondary CLIL. Crossing the divides between language and content subjects 

Hasenberger, Thomas

“The science of it …”: designing and teaching a CLIL curriculum

Bauer-Marschallinger, Silvia

Integration of content and language pedagogies: cognitive discourse functions in the CLIL history classroom 

Finker, Thomas & Smit, Ute

“What’s the English word for Spannungstrennung?” Language-related episodes (LREs) as CLIL instantiations

Rieder-Bünemann, Angelika; Hüttner, Julia & Smit, Ute

The potential of CLIL: students’ use of subject-specific terminology

 

Published online: 2 May 2018

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Hiegelsberger, Katrin

The perks of genre analysis in ESP. An investigation of bachelor paper abstracts in midwifery

Published online: 3 April 2018

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VOLUME 1 (2017)

 

Ott, Gudrun

Exploring Variation Theory in form-focused language teaching. Teaching the present perfect in upper secondary EFL

Published online: 8 August 2017

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Finker, Thomas 

English for landscape designers. Specific learners, specific materials

Published online: 4 May 2017

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