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Journal of Multilingual and Multicultural Development Volume 44, 2023 - Issue 5
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Understanding low outcomes in English language education in Austrian middle schools: the role of teachers’ beliefs and practices

Elizabeth J. Erlinga Institute of English Studies, University of Graz, Graz, AustriaORCID Iconhttps://orcid.org/0000-0002-1209-8047View further author information
ORCID Icon,
Sandra Radingerb Department of English and American Studies, University of Vienna, Vienna, AustriaView further author information
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Anouschka Foltza Institute of English Studies, University of Graz, Graz, AustriaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-5117-3225View further author information
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Pages 412-428 | Received 15 Apr 2020, Accepted 18 Sep 2020, Published online: 07 Oct 2020

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Feifei Chen & Rohaya Abdullah. (2023) Towards the Contributing Factors for the Inconsistency Between English as a Foreign Language (EFL) Teachers’ Equity-Oriented Cognition and Practices. Psychology Research and Behavior Management 16, pages 1631-1646.
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Elizabeth J. Erling, Anouschka Foltz & Melanie Wiener. (2021) Differences in English teachers’ beliefs and practices and inequity in Austrian English language education: could plurilingual pedagogies help close the gap?. International Journal of Multilingualism 18:4, pages 570-585.
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Jinfen Xu, Jiaqi Yang & Chenxi Pan. An Exploratory Study of Chinese College EFL Teachers’ Multilingual Awareness. Journal of Language, Identity & Education 0:0, pages 1-17.
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Articles from other publishers (9)

Sviatlana Karpava. 2024. Modern Approaches to Researching Multilingualism. Modern Approaches to Researching Multilingualism 81 100 .
Giulia Sulis. (2023) Exploring learner engagement with languages (LX) within and beyond the English classroom. Language Teaching Research.
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Athiyah Arifiyana & Dzulfikri. (2023) Analysis of Students' Perception Toward the Use of the Fondi Application to Learn Speaking English in Junior High School. Education and Human Development Journal 8:2, pages 30-40.
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Tony Burner & Christian Carlsen. (2023) Teachers' multilingual beliefs and practices in English classrooms: A scoping review. Review of Education 11:2.
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Haley Flom & Andrea S. Young. (2022) Adrift between republican values and plurilingual policies: (pre)primary school teachers’ reported practiced language policies in Strasbourg. Multilingua 41:6, pages 663-688.
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Elizabeth J. Erling, Anouschka Foltz, Felicitas Siwik & Michael Brummer. (2022) Teaching English to Linguistically Diverse Students from Migration Backgrounds: From Deficit Perspectives to Pockets of Possibility. Languages 7:3, pages 186.
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Klaus-Börge Boeckmann. (2022) Mit Sprache(n) an Bildung teilhaben. Deutsch und andere Sprachen als kulturelles Kapital in Österreich. ÖDaF-Mitteilungen 38:1–2, pages 31-46.
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Feifei Chen & Rohaya Binti Abdullah. (2022) Teacher Cognition and Practice of Educational Equity in English as a Foreign Language Teaching. Frontiers in Psychology 13.
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Elizabeth J. Erling, Marie Gitschthaler & Susanne Schwab. (2021) Is Segregated Language Support Fit for Purpose? Insights From German Language Support Classes in Austria. European Journal of Educational Research volume-11-2022:volume-11-issue-1-january-2022, pages 573-586.
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