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International Journal of Multilingualism Volume 18, 2021 - Issue 4: Socially just plurilingual education in Europe: Shifting subjectivities through research and action
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Articles

Differences in English teachers’ beliefs and practices and inequity in Austrian English language education: could plurilingual pedagogies help close the gap?

Elizabeth J. Erlinga Department of English and American Studies, University of Vienna, Vienna, AustriaORCID Iconhttps://orcid.org/0000-0002-1209-8047
ORCID Icon,
Anouschka Foltzb Institute of English Studies, University of Graz, Graz, AustriaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-5117-3225
ORCID Icon &
Melanie Wienerb Institute of English Studies, University of Graz, Graz, Austria
Pages 570-585 | Received 16 Dec 2020, Accepted 31 Mar 2021, Published online: 23 Apr 2021

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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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Articles from other publishers (4)

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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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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Cheng Yu & Chalermpon Kongjit. (2022) Gap Analysis of Chinese Students' Low Proficiency in Learning Spoken English for Better Learning Outcome. Gap Analysis of Chinese Students' Low Proficiency in Learning Spoken English for Better Learning Outcome.
Elizabeth J., Marie Gitschthaler & Susanne Schwab. (2022) Is Segregated Language Support Fit for Purpose? Insights From German Language Support Classes in Austria. European Journal of Educational Research 11:1, pages 573-586.
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