Research in Language Teaching and Learning in Austria (2011-2017)

Autor/inn/en	Dalton-Puffer, Christiane; Boeckmann, Klaus-Börge; Hinger, Barbara
Titel	Research in Language Teaching and Learning in Austria (2011-2017)
Quelle	In: Language Teaching, 52 (2019) 2, S.201-230 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4448
Schlagwörter	Second Language Learning; Second Language Instruction; Multilingualism; Teaching Methods; Learning Processes; German; Slavic Languages; French; Italian; Spanish; English (Second Language); Language Planning; Sociolinguistics; Educational Policy; Language Teachers; Teacher Education; Foreign Countries; Native Language; Language Tests; Instructional Materials; Information Technology; Literature; Cultural Awareness; Austria + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Mehrsprachigkeit; Multilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Deutscher; Slawische Sprache; Französisch; Italienisch; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachwechsel; Soziolinguistik; Politics of education; Bildungspolitik; Language teacher; Sprachunterricht; Lehrerausbildung; Lehrerbildung; Ausland; Language test; Sprachtest; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Informationstechnologie; Literatur; Cultural identity; Kulturelle Identität; Österreich
Abstract	This overview of seven years of research on language learning and teaching in Austria reflects a period of steady growth for the language teaching and learning research community, a development due to a national policy agenda aiming for a stronger research base in teacher education. The target languages of the teaching and learning processes investigated are primarily German, English, French, Italian, Spanish as well as several Slavic languages, reflecting the geographical, sociolinguistic and language policy situation of this increasingly multilingual country. This multilingualism means there are clearly many more first languages (L1s) than only German involved in the learning situations investigated. While all the studies reviewed here illustrate research driven by a combination of local and global concerns in connection with different theoretical frameworks, some specific clusters of research interest emerge. These are: societal and individual multilingualism, language education policy, language teacher education, language(s) in other subjects, early language learning, language acquisition and learning, literature and culture, testing and standardisation, digital media, and teaching materials. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01