Elizabeth J Erling
Biographic Data
| ID | 123705 |
|---|---|
| NAME | Elizabeth J Erling |
| GIVEN NAMES | Elizabeth J |
| FAMILY NAME | Erling |
| SIGNATURE | ERLING E J |
| AFFILIATIONS | University of Vienna |
| ORCID | 0000-0002-1209-8047 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 54 |
| WORKS AS AUTHOR | 18 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Exploring Multilingualism to Inform Linguistically and Culturally Responsive English Language Education
Linguistically and culturally responsive pedagogies (LCRPs) recognize students’ multilingual and cultural resources as central to inclusive and equitable learning. While such approaches are increasingly promoted in English language education (ELE), there remains limited understanding of the complexity of students’ multilingual trajectories—particularly in contexts marked by migration and linguistic diversity. This article addresses this gap by pr…
Enhancing the research-praxis nexus
Segregation or Integration? German language support teachers’ beliefs about ‘ideal’ language support models in Austria
In response to the increasing challenge of integrating students with migration backgrounds into school systems internationally, various models to support the learning of the language of education have emerged.In Austria, a model of 'German Language Support Classes' (GLSC), introduced in 2018, requires that students be pulled out of regular class teaching and taught German in a segregative context.Critics argue that this approach contradicts evide…
Pockets of Possibility
This study provides a counter-narrative to commonly found deficit discourses about LX English learners from migration backgrounds in Europe. A questionnaire was conducted with 108 middle school students and 100 high school students in Austria in a context which has been relatively unexplored: non-elite, linguistically diverse small-town schools. Here, students are meeting their learning outcomes for English at a higher success rate than the natio…
Understanding low outcomes in English language education in Austrian middle schools
The educational disparities that can be found in the English language learning outcomes of middle school students in Austria have gone relatively unexplored in international research. National studies have tended to attribute lower educational outcomes either to students’ socioeconomic status or their multilingual background. In this article, we use the theory of intersectionality to shed new light on how educational disparities that run along so…
Teaching English to Linguistically Diverse Students from Migration Backgrounds
This article reports on an interview study with six secondary school LX English teachers working in a part of Austria where there is an above-average number of residents-and thus also students-who are multilingual and come from migration backgrounds. It attempts to extend research on deficit perspectives of multilingual learners from migration backgrounds to the area of LX English learning and to provide insights into a language learning context …
Differences in English teachers’ beliefs and practices and inequity in Austrian English language education
Educational research in Austria has demonstrated that early tracking into academic secondary schools and middle schools results in inequities for students with low socioeconomic status, from migration backgrounds and/or with German as an additional language. It has also found gaps in performance between students in the two school types, including in English. To better understand the reasons for this, we collected data from teachers in both school…
Introduction–socially Just Plurilingual Education in Europe
The articles in this special issue explore approaches to research and action in language education that have the potential to transform subjectivities and practices in relation to linguistic diversity. They seek ways within education and teacher education to overcome what Gogolin ([1994]. Der monolinguale ‘habitus’ der multilingualen Schule. Waxmann Verlag) called the ‘mononlingual habitus’, i.e. the deep-seated habit of assuming monolingualism a…
Successful” migration, (English) language skills and global inequality
Migration has become a vital element of the Bangladeshi economy, which has led to an increasing focus on providing Bangladeshis with the skills needed on the international labour market. English is often cited as one of these skills, and previous research has shown that a primary reason why Bangladeshis wish to learn English is due to its perceived value for pursuing work abroad (Erling, Elizabeth J., Philip Seargeant, Mike Solly, Qumrul H Chowdh…
Language planning, English language education and development aid in Bangladesh
The increased status of English as the language of international communication and business has meant that development aid has increasingly been used to finance language planning initiatives aimed at improving and/or expanding English language education. The intended outcome of this aid is often to provide expanded economic returns and opportunities for those who learn the language. But is it really the case that they receive these benefits? In t…
Analysing perceptions of English in rural Bangladesh
Drawing on research analysing perceptions of English in rural Bangladesh, the paper explores the ideological and practical issues involved in the promotion of English in this context, with respect to the language's former and current associations with colonial and imperialist agendas, and the politico-cultural situation of present-day Bangladeshi society. The analysis - which is underpinned by a blending of world Englishes and postcolonial theory…
Medium of instruction policies in Ghanaian and Indian primary schools
This paper reports on a rigorous literature review of research into medium of instruction in Ghana and India, whose language-in-education policies represent two contrasting models of use of local languages and the development of competence in English. The paper begins by briefly overviewing the language-in-education policy in these two countries and sets out the methodological approach underpinning this review. It then turns to the initial findin…
English in rural Bangladesh
English's elevated status within a global economy of languages means that English-language education is increasingly promoted in international development initiatives in countries such as Bangladesh. This is partly due to a growing conviction that English is able to play an important role in helping people participate in global economic markets from which they have previously been excluded (Seargeant & Erling, 2011). Despite the strong associatio…
English at work in Berlin
A report on a survey of seven multinational companies in Germany. Since the 1990s, there has been a dramatic change in the structure of many large European companies. While previously many were ‘particularly solidly established in their countries of origin’ (Truchot 2002:14), they have now become multinational and are less identifiable with a particular country. A case in point is DaimlerChrysler, formed in 1998 through the merger of Daimler-Benz…
Local identities, global connections
This paper examines a specific group of English users in Germany: students studying English at the Freie Universität Berlin. The first section outlines the various domains in which these students encounter English in their daily lives, both within and outside university, as they make and maintain intercultural connections. This analysis suggests that, at least among these university students, English-German bilingualism seems to be the norm. The …
Language policies in the context of German higher education
The many names of English
A discussion of the variety of labels given to the language in its worldwide role. In his article ‘Is it world or international or global English, and does it matter?’ ( ET79 , Jul 04), Tom McArthur welcomes further comment on the names of English in a ‘globalizing world’. He examines the histories and meanings of the three most popular labels for English: world, international and global. In addition to discussing his contribution, I would like t…
‘I learn English since ten years’
A report on German university students learning and working in English. WHEN A student produces a sentences like “I learn English since ten years” it can be assumed that they haven't had a very good English teacher, that they may not, in fact, be very good in English despite the amount of time they've spent learning the language. However, some of my students may indeed produce a sentence like this. In the English Department of the Freie Universit…
Language planning, English language education and development aid in Bangladesh
The increased status of English as the language of international communication and business has meant that development aid has increasingly been used to finance language planning initiatives aimed at improving and/or expanding English language education. The intended outcome of this aid is often to provide expanded economic returns and opportunities for those who learn the language. But is it really the case that they receive these benefits? In t…
Teaching English to Linguistically Diverse Students from Migration Backgrounds
This article reports on an interview study with six secondary school LX English teachers working in a part of Austria where there is an above-average number of residents-and thus also students-who are multilingual and come from migration backgrounds. It attempts to extend research on deficit perspectives of multilingual learners from migration backgrounds to the area of LX English learning and to provide insights into a language learning context …
Introduction–socially Just Plurilingual Education in Europe
The articles in this special issue explore approaches to research and action in language education that have the potential to transform subjectivities and practices in relation to linguistic diversity. They seek ways within education and teacher education to overcome what Gogolin ([1994]. Der monolinguale ‘habitus’ der multilingualen Schule. Waxmann Verlag) called the ‘mononlingual habitus’, i.e. the deep-seated habit of assuming monolingualism a…
Local identities, global connections
This paper examines a specific group of English users in Germany: students studying English at the Freie Universität Berlin. The first section outlines the various domains in which these students encounter English in their daily lives, both within and outside university, as they make and maintain intercultural connections. This analysis suggests that, at least among these university students, English-German bilingualism seems to be the norm. The …
Language policies in the context of German higher education
Medium of instruction policies in Ghanaian and Indian primary schools
This paper reports on a rigorous literature review of research into medium of instruction in Ghana and India, whose language-in-education policies represent two contrasting models of use of local languages and the development of competence in English. The paper begins by briefly overviewing the language-in-education policy in these two countries and sets out the methodological approach underpinning this review. It then turns to the initial findin…
Differences in English teachers’ beliefs and practices and inequity in Austrian English language education
Educational research in Austria has demonstrated that early tracking into academic secondary schools and middle schools results in inequities for students with low socioeconomic status, from migration backgrounds and/or with German as an additional language. It has also found gaps in performance between students in the two school types, including in English. To better understand the reasons for this, we collected data from teachers in both school…
Segregation or Integration? German language support teachers’ beliefs about ‘ideal’ language support models in Austria
In response to the increasing challenge of integrating students with migration backgrounds into school systems internationally, various models to support the learning of the language of education have emerged.In Austria, a model of 'German Language Support Classes' (GLSC), introduced in 2018, requires that students be pulled out of regular class teaching and taught German in a segregative context.Critics argue that this approach contradicts evide…
Understanding low outcomes in English language education in Austrian middle schools
The educational disparities that can be found in the English language learning outcomes of middle school students in Austria have gone relatively unexplored in international research. National studies have tended to attribute lower educational outcomes either to students’ socioeconomic status or their multilingual background. In this article, we use the theory of intersectionality to shed new light on how educational disparities that run along so…
Enhancing the research-praxis nexus
Analysing perceptions of English in rural Bangladesh
Drawing on research analysing perceptions of English in rural Bangladesh, the paper explores the ideological and practical issues involved in the promotion of English in this context, with respect to the language's former and current associations with colonial and imperialist agendas, and the politico-cultural situation of present-day Bangladeshi society. The analysis - which is underpinned by a blending of world Englishes and postcolonial theory…
‘I learn English since ten years’
A report on German university students learning and working in English. WHEN A student produces a sentences like “I learn English since ten years” it can be assumed that they haven't had a very good English teacher, that they may not, in fact, be very good in English despite the amount of time they've spent learning the language. However, some of my students may indeed produce a sentence like this. In the English Department of the Freie Universit…
The many names of English
A discussion of the variety of labels given to the language in its worldwide role. In his article ‘Is it world or international or global English, and does it matter?’ ( ET79 , Jul 04), Tom McArthur welcomes further comment on the names of English in a ‘globalizing world’. He examines the histories and meanings of the three most popular labels for English: world, international and global. In addition to discussing his contribution, I would like t…
Language policies in the context of German higher education
English at work in Berlin
A report on a survey of seven multinational companies in Germany. Since the 1990s, there has been a dramatic change in the structure of many large European companies. While previously many were ‘particularly solidly established in their countries of origin’ (Truchot 2002:14), they have now become multinational and are less identifiable with a particular country. A case in point is DaimlerChrysler, formed in 1998 through the merger of Daimler-Benz…
Local identities, global connections
This paper examines a specific group of English users in Germany: students studying English at the Freie Universität Berlin. The first section outlines the various domains in which these students encounter English in their daily lives, both within and outside university, as they make and maintain intercultural connections. This analysis suggests that, at least among these university students, English-German bilingualism seems to be the norm. The …
English in rural Bangladesh
English's elevated status within a global economy of languages means that English-language education is increasingly promoted in international development initiatives in countries such as Bangladesh. This is partly due to a growing conviction that English is able to play an important role in helping people participate in global economic markets from which they have previously been excluded (Seargeant & Erling, 2011). Despite the strong associatio…
Medium of instruction policies in Ghanaian and Indian primary schools
This paper reports on a rigorous literature review of research into medium of instruction in Ghana and India, whose language-in-education policies represent two contrasting models of use of local languages and the development of competence in English. The paper begins by briefly overviewing the language-in-education policy in these two countries and sets out the methodological approach underpinning this review. It then turns to the initial findin…
Language planning, English language education and development aid in Bangladesh
The increased status of English as the language of international communication and business has meant that development aid has increasingly been used to finance language planning initiatives aimed at improving and/or expanding English language education. The intended outcome of this aid is often to provide expanded economic returns and opportunities for those who learn the language. But is it really the case that they receive these benefits? In t…
Analysing perceptions of English in rural Bangladesh
Drawing on research analysing perceptions of English in rural Bangladesh, the paper explores the ideological and practical issues involved in the promotion of English in this context, with respect to the language's former and current associations with colonial and imperialist agendas, and the politico-cultural situation of present-day Bangladeshi society. The analysis - which is underpinned by a blending of world Englishes and postcolonial theory…
Successful” migration, (English) language skills and global inequality
Migration has become a vital element of the Bangladeshi economy, which has led to an increasing focus on providing Bangladeshis with the skills needed on the international labour market. English is often cited as one of these skills, and previous research has shown that a primary reason why Bangladeshis wish to learn English is due to its perceived value for pursuing work abroad (Erling, Elizabeth J., Philip Seargeant, Mike Solly, Qumrul H Chowdh…
Differences in English teachers’ beliefs and practices and inequity in Austrian English language education
Educational research in Austria has demonstrated that early tracking into academic secondary schools and middle schools results in inequities for students with low socioeconomic status, from migration backgrounds and/or with German as an additional language. It has also found gaps in performance between students in the two school types, including in English. To better understand the reasons for this, we collected data from teachers in both school…
Introduction–socially Just Plurilingual Education in Europe
The articles in this special issue explore approaches to research and action in language education that have the potential to transform subjectivities and practices in relation to linguistic diversity. They seek ways within education and teacher education to overcome what Gogolin ([1994]. Der monolinguale ‘habitus’ der multilingualen Schule. Waxmann Verlag) called the ‘mononlingual habitus’, i.e. the deep-seated habit of assuming monolingualism a…
Teaching English to Linguistically Diverse Students from Migration Backgrounds
This article reports on an interview study with six secondary school LX English teachers working in a part of Austria where there is an above-average number of residents-and thus also students-who are multilingual and come from migration backgrounds. It attempts to extend research on deficit perspectives of multilingual learners from migration backgrounds to the area of LX English learning and to provide insights into a language learning context …
Pockets of Possibility
This study provides a counter-narrative to commonly found deficit discourses about LX English learners from migration backgrounds in Europe. A questionnaire was conducted with 108 middle school students and 100 high school students in Austria in a context which has been relatively unexplored: non-elite, linguistically diverse small-town schools. Here, students are meeting their learning outcomes for English at a higher success rate than the natio…
Understanding low outcomes in English language education in Austrian middle schools
The educational disparities that can be found in the English language learning outcomes of middle school students in Austria have gone relatively unexplored in international research. National studies have tended to attribute lower educational outcomes either to students’ socioeconomic status or their multilingual background. In this article, we use the theory of intersectionality to shed new light on how educational disparities that run along so…
Exploring Multilingualism to Inform Linguistically and Culturally Responsive English Language Education
Linguistically and culturally responsive pedagogies (LCRPs) recognize students’ multilingual and cultural resources as central to inclusive and equitable learning. While such approaches are increasingly promoted in English language education (ELE), there remains limited understanding of the complexity of students’ multilingual trajectories—particularly in contexts marked by migration and linguistic diversity. This article addresses this gap by pr…
Enhancing the research-praxis nexus
Segregation or Integration? German language support teachers’ beliefs about ‘ideal’ language support models in Austria
In response to the increasing challenge of integrating students with migration backgrounds into school systems internationally, various models to support the learning of the language of education have emerged.In Austria, a model of 'German Language Support Classes' (GLSC), introduced in 2018, requires that students be pulled out of regular class teaching and taught German in a segregative context.Critics argue that this approach contradicts evide…
Second Language Learning and Teaching (16 works) · Sociology (16 works) · Multilingual Education and Policy (15 works) · Political science (15 works) · Pedagogy (14 works) · Linguistics (13 works) · Psychology (10 works) · EFL/ESL Teaching and Learning (8 works) · German (6 works) · Mathematics education (6 works)