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

Figures & data

Table 1. Teachers’ (n = 50) estimates of the percentage of their students who have German as an additional language by rural, sub-urban and urban areas. Numbers represent numbers of teachers, with select percentages in parentheses.

	10% or less	Roughly 25%	Roughly 50%	Roughly 75%	90% or more	Total
Rural	18	0	0	0	1	19 (38%)
Sub-urban	6	1	0	0	0	7 (14%)
Urban	16	6	0	0	2	24 (48%)
Total	40 (80%)	7 (14%)	0 (0%)	0 (0%)	3 (6%)	50 (100%)