Ute Smit
Biographic Data
| ID | 155995 |
|---|---|
| NAME | Ute Smit |
| GIVEN NAMES | Ute |
| FAMILY NAME | Smit |
| SIGNATURE | SMIT U |
| AFFILIATIONS | University of Vienna |
| ORCID | 0000-0003-1577-0860 |
| VERIFIED | Yes |
| TOTAL WORKS | 27 |
| TOTAL CITATIONS | 49 |
| AUTHOR COUNT | 27 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Multilingualism in action in a European University Alliance
While most European University Alliances position multilingualism as an important value, their policies are limited to few privileged languages and centre on language learning rather than language use. To learn more about actual multilingual practices and needs of researchers, this paper presents a survey involving 109 academics working in one such alliance, Circle U. The findings show that English, albeit quantitatively dominant, is complemented…
Lectures’ multimodal and multilingual practices and needs across EME sites
Addressing the tension inherent in educational research between locally based realities and broader trends, this exploratory study draws on semi-structured interviews to identify English-medium education lecturers’ use of languages, resources and tools in the classroom, and their professional development (PD) needs. The dataset comprises ten lecturers from two universities, one each in Austria and Spain. The qualitative content analysis revealed …
Multilingualism rather than English-only
The rise of English-medium education in (European) higher education has attracted considerable attention, but most analyses of the topic to date have been conducted in traditional universities. Highly international fields such as that of classical music higher education (CMHE) remain under-researched. Dafouz, E., and U. Smit. 2016. “Towards a Dynamic Conceptual Framework for English Medium Education in Multilingual University Settings.” Applied L…
CLIL for all? An exploratory study of reported pedagogical practices in Austrian secondary schools
Apart from linguistic diversity and multilingualism, empirical research into diversity is only in its beginnings in the Austrian educational context. CLIL research, on the other hand, is well-established but has not tended to focus on pedagogical practices. This study explores teachers’ and students’ self-reported experiences in Austrian CLIL classrooms with regard to the phenomenon of diversity and the pedagogical practices addressing it. This m…
Exploratory Interactive Explaining (Exintex)
The rise of English-medium education has led to considerable academic interest in communicative practices in multilingual university settings. However, there is still little research into disciplinary knowledge construction in higher education contexts where English is the academic lingua franca. To address this gap, we embrace the central role of explaining in education by proposing Exploratory Interactive Explaining (EXINTEX) as an analytical t…
Topicalizing language in CLIL teaching at technical colleges
Complementing the rich literature on Content and Language Integrated Learning (CLIL) classroom discourse, this study is one of the first to focus on teachers and students topicalizing language in technical education at upper secondary level. By using an extended conceptualization of the “language-related episode” (LRE) to incorporate all interactional sequences dealing with linguistic topics (e.g., lexis or pronunciation) as well as suggestions o…
‘Who would have thought that I’d ever know that!’
This paper focuses on Content and Language Integrated Learning (CLIL), an educational approach where a foreign language is used to teach non-language subjects. More specifically, this contribution presents new insights into an under-researched area, namely the potential of CLIL in fostering the learning and use of subject-specific target language vocabulary (SSV). This is investigated in a case study analysing spontaneous oral classroom productio…
Road-Mapping English Medium Education in the Internationalised University
Negotiating political positions
While research on CLIL suggests positive impacts on lexical proficiency and on spoken language, the crucial question of the effect of CLIL on advanced learners, both in terms of subject-specific language (SSL) proficiency and content knowledge, has received less attention. We argue that the ability to negotiate a factual position appropriately is a key element of SSL, relating to both content and to foreign language ability. As a theoretical fram…
New Contexts, New Challenges for Tesol
English as a foreign language is no longer the sole object of specialized language classes, but increasingly a medium of university‐level instruction in a range of content areas. This leads to a complex interaction between new academic content and the means of expressing this expertise through appropriate disciplinary language uses. Conceptually, this study focuses on oral disciplinary–reasoning episodes, in which knowledge structures are explici…
Psychosis Crisis Associated with Thyrotoxicosis due to Graves’ Disease
We present the case of a patient with previous psychiatric illness, acutely exacerbated by thyroid storm due to Graves’ disease, in whom treatment with antipsychotics induced catatonia. These associations are extremely rare and may be confused with Hashimoto’s encephalopathy, especially in the presence of anti‐thyroid antibodies in cerebrospinal fluid. The treatment consists in the control of the triggering disease (in this case the resolution of…
Towards a Dynamic Conceptual Framework for English-Medium Education in Multilingual University Settings
At a time of increasing internationalization in tertiary education, English-Medium Education in Multilingual University Settings (EMEMUS) has become a common practice. While there is already ample research describing this phenomenon at a local level (Smit and Dafouz 2012a), the theoretical side needs to be elaborated. This article thus aims to develop a conceptual framework that considers the dynamic nature of EMEMUS. Drawing on recent sociolingu…
Content and Language Integrated Learning and Immersion Classrooms
CLIL (Content and Language Integrated Learning)
The power of beliefs
Content and Language Integrated Learning (CLIL) is one of the most dynamic pedagogic trends in language teaching in Europe, and yet, the enthusiasm with which this innovation is implemented by stakeholders and ‘made a success’ is not fully understood. In this paper we argue for an investigation of CLIL implementation as a form of extended language policy, which relates language management, practice and beliefs, and so expands the notion of policy…
Content and Language Integrated Learning ( CLIL ) and Immersion Classrooms
Content and Language Integrated Learning
While Content and Language Integrated Learning (CLIL) has received a considerable amount of research interest lately, its increasing popularity as an approach to teaching content subjects in a foreign language requires concerted investigation that reflects and recognises its fundamentally contextualised nature. In this contribution, we sketch various tasks that require localised, often action research, covering a range of areas highly relevant to…
Conceptualising English as a lingua franca (ELF) as a tertiary classroom language
This contribution draws on the notion of English as a lingua franca, especially as discussed in James (2006) and Smit (2010), to conceptualise English-medium tertiary education in settings where English functions as additional language and where tertiary education has a history of being undertaken in other, usually national languages. After briefly sketching the recent research undertakings into English as a lingua franca (ELF) as well as the spe…
Integrating content and language in higher education
Preview this article: Integrating content and language in higher education: An introduction to English-medium policies, conceptual issues and research practices across Europe, Page 1 of 1 /docserver/preview/fulltext/aila.25.01smi-1.gif
Content and Language Integrated Learning ( CLIL ) and Immersion classrooms
Research Network Symposium at Aila Congress 2011
CLIL and Immersion Classrooms
ESP teacher education at the interface of theory and practice
The Aila Research Network – CLIL and Immersion Classrooms
CLIL and Immersion Classrooms: Applied Linguistic Perspectives ( www.ichm.org/clil/ ) is one of a number of research networks (ReNs) established under the auspices of AILA. It was founded after the first CLIL Symposium, held in Vienna in July 2005. The network connects applied linguists who focus their research interests on educational settings which make use of an additional language for teaching and learning diverse content areas and thus engag…
CLIL and immersion classrooms
In the last issue, in accordance with InJAL's new relationship with AILA, the idea and rationale of AILA Research Networks was explained in general terms. In this issue and the next, individual co‐ordinators present their ReNs and the particular activities they are engaged in
Learner Attitudes and L2 Pronunciation in Austria
In the context of pronunciation teaching, the relevance of a standard native accent as teaching model and norm needs to be reconsidered in view of the learners' attainment as well as their wishes and expectations. In order to test attitudes to native and non-native varieties of English in Austria, a language attitude study was undertaken with 132 university students of English. In response to the modified matched-guise test, the subjects evaluate…
CLIL (Content and Language Integrated Learning)
New Contexts, New Challenges for Tesol
English as a foreign language is no longer the sole object of specialized language classes, but increasingly a medium of university‐level instruction in a range of content areas. This leads to a complex interaction between new academic content and the means of expressing this expertise through appropriate disciplinary language uses. Conceptually, this study focuses on oral disciplinary–reasoning episodes, in which knowledge structures are explici…
Content and Language Integrated Learning
While Content and Language Integrated Learning (CLIL) has received a considerable amount of research interest lately, its increasing popularity as an approach to teaching content subjects in a foreign language requires concerted investigation that reflects and recognises its fundamentally contextualised nature. In this contribution, we sketch various tasks that require localised, often action research, covering a range of areas highly relevant to…
ESP teacher education at the interface of theory and practice
CLIL and Immersion Classrooms
The Aila Research Network – CLIL and Immersion Classrooms
CLIL and Immersion Classrooms: Applied Linguistic Perspectives ( www.ichm.org/clil/ ) is one of a number of research networks (ReNs) established under the auspices of AILA. It was founded after the first CLIL Symposium, held in Vienna in July 2005. The network connects applied linguists who focus their research interests on educational settings which make use of an additional language for teaching and learning diverse content areas and thus engag…
South African English in the 1990s
Preview this article: SOUTH AFRICAN ENGLISH IN THE 1990s: A FIELD STUDY ON STATUS, ROLES AND ATTITUDES, Page 1 of 1 /docserver/preview/fulltext/eww.17.1.05smi-1.gif
Learner Attitudes and L2 Pronunciation in Austria
In the context of pronunciation teaching, the relevance of a standard native accent as teaching model and norm needs to be reconsidered in view of the learners' attainment as well as their wishes and expectations. In order to test attitudes to native and non-native varieties of English in Austria, a language attitude study was undertaken with 132 university students of English. In response to the modified matched-guise test, the subjects evaluate…
CLIL and immersion classrooms
In the last issue, in accordance with InJAL's new relationship with AILA, the idea and rationale of AILA Research Networks was explained in general terms. In this issue and the next, individual co‐ordinators present their ReNs and the particular activities they are engaged in
The Aila Research Network – CLIL and Immersion Classrooms
CLIL and Immersion Classrooms: Applied Linguistic Perspectives ( www.ichm.org/clil/ ) is one of a number of research networks (ReNs) established under the auspices of AILA. It was founded after the first CLIL Symposium, held in Vienna in July 2005. The network connects applied linguists who focus their research interests on educational settings which make use of an additional language for teaching and learning diverse content areas and thus engag…
ESP teacher education at the interface of theory and practice
CLIL and Immersion Classrooms
Research Network Symposium at Aila Congress 2011
Conceptualising English as a lingua franca (ELF) as a tertiary classroom language
This contribution draws on the notion of English as a lingua franca, especially as discussed in James (2006) and Smit (2010), to conceptualise English-medium tertiary education in settings where English functions as additional language and where tertiary education has a history of being undertaken in other, usually national languages. After briefly sketching the recent research undertakings into English as a lingua franca (ELF) as well as the spe…
Integrating content and language in higher education
Preview this article: Integrating content and language in higher education: An introduction to English-medium policies, conceptual issues and research practices across Europe, Page 1 of 1 /docserver/preview/fulltext/aila.25.01smi-1.gif
Content and Language Integrated Learning ( CLIL ) and Immersion classrooms
The power of beliefs
Content and Language Integrated Learning (CLIL) is one of the most dynamic pedagogic trends in language teaching in Europe, and yet, the enthusiasm with which this innovation is implemented by stakeholders and ‘made a success’ is not fully understood. In this paper we argue for an investigation of CLIL implementation as a form of extended language policy, which relates language management, practice and beliefs, and so expands the notion of policy…
Content and Language Integrated Learning ( CLIL ) and Immersion Classrooms
Content and Language Integrated Learning
While Content and Language Integrated Learning (CLIL) has received a considerable amount of research interest lately, its increasing popularity as an approach to teaching content subjects in a foreign language requires concerted investigation that reflects and recognises its fundamentally contextualised nature. In this contribution, we sketch various tasks that require localised, often action research, covering a range of areas highly relevant to…
Content and Language Integrated Learning and Immersion Classrooms
CLIL (Content and Language Integrated Learning)
Towards a Dynamic Conceptual Framework for English-Medium Education in Multilingual University Settings
At a time of increasing internationalization in tertiary education, English-Medium Education in Multilingual University Settings (EMEMUS) has become a common practice. While there is already ample research describing this phenomenon at a local level (Smit and Dafouz 2012a), the theoretical side needs to be elaborated. This article thus aims to develop a conceptual framework that considers the dynamic nature of EMEMUS. Drawing on recent sociolingu…
Psychosis Crisis Associated with Thyrotoxicosis due to Graves’ Disease
We present the case of a patient with previous psychiatric illness, acutely exacerbated by thyroid storm due to Graves’ disease, in whom treatment with antipsychotics induced catatonia. These associations are extremely rare and may be confused with Hashimoto’s encephalopathy, especially in the presence of anti‐thyroid antibodies in cerebrospinal fluid. The treatment consists in the control of the triggering disease (in this case the resolution of…
Negotiating political positions
While research on CLIL suggests positive impacts on lexical proficiency and on spoken language, the crucial question of the effect of CLIL on advanced learners, both in terms of subject-specific language (SSL) proficiency and content knowledge, has received less attention. We argue that the ability to negotiate a factual position appropriately is a key element of SSL, relating to both content and to foreign language ability. As a theoretical fram…
New Contexts, New Challenges for Tesol
English as a foreign language is no longer the sole object of specialized language classes, but increasingly a medium of university‐level instruction in a range of content areas. This leads to a complex interaction between new academic content and the means of expressing this expertise through appropriate disciplinary language uses. Conceptually, this study focuses on oral disciplinary–reasoning episodes, in which knowledge structures are explici…
Road-Mapping English Medium Education in the Internationalised University
Exploratory Interactive Explaining (Exintex)
The rise of English-medium education has led to considerable academic interest in communicative practices in multilingual university settings. However, there is still little research into disciplinary knowledge construction in higher education contexts where English is the academic lingua franca. To address this gap, we embrace the central role of explaining in education by proposing Exploratory Interactive Explaining (EXINTEX) as an analytical t…
Topicalizing language in CLIL teaching at technical colleges
Complementing the rich literature on Content and Language Integrated Learning (CLIL) classroom discourse, this study is one of the first to focus on teachers and students topicalizing language in technical education at upper secondary level. By using an extended conceptualization of the “language-related episode” (LRE) to incorporate all interactional sequences dealing with linguistic topics (e.g., lexis or pronunciation) as well as suggestions o…
‘Who would have thought that I’d ever know that!’
This paper focuses on Content and Language Integrated Learning (CLIL), an educational approach where a foreign language is used to teach non-language subjects. More specifically, this contribution presents new insights into an under-researched area, namely the potential of CLIL in fostering the learning and use of subject-specific target language vocabulary (SSV). This is investigated in a case study analysing spontaneous oral classroom productio…
CLIL for all? An exploratory study of reported pedagogical practices in Austrian secondary schools
Apart from linguistic diversity and multilingualism, empirical research into diversity is only in its beginnings in the Austrian educational context. CLIL research, on the other hand, is well-established but has not tended to focus on pedagogical practices. This study explores teachers’ and students’ self-reported experiences in Austrian CLIL classrooms with regard to the phenomenon of diversity and the pedagogical practices addressing it. This m…
Multilingualism in action in a European University Alliance
While most European University Alliances position multilingualism as an important value, their policies are limited to few privileged languages and centre on language learning rather than language use. To learn more about actual multilingual practices and needs of researchers, this paper presents a survey involving 109 academics working in one such alliance, Circle U. The findings show that English, albeit quantitatively dominant, is complemented…
Second Language Learning and Teaching (24 works) · Linguistics (18 works) · Psychology (18 works) · Sociology (18 works) · Computer Science (16 works) · EFL/ESL Teaching and Learning (16 works) · Pedagogy (16 works) · Mathematics education (15 works) · Philosophy (10 works) · Second Language Acquisition and Learning (8 works)