Julia Hüttner
Biographic Data
| ID | 3844926 |
|---|---|
| NAME | Julia Hüttner |
| GIVEN NAMES | Julia |
| FAMILY NAME | Hüttner |
| SIGNATURE | HUTTNER J |
| AFFILIATIONS | University of Vienna |
| ORCID | 0000-0002-5130-777X |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 66 |
| WORKS AS AUTHOR | 18 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Introduction to the special issue ‘Bi- and multilingual disciplinary literacies
The Special Issue ‘Bi- and multilingual disciplinary literacies: novel conceptualisations and empirical insights’ is an outcome of research collaborations in the COST Action CA21114 CLILNetLE. In this introduction, we position the framework of bi- and multilingual disciplinary literacies (BMDLs) and introduce the contributions to the Special Issue. We argue that BMDLs extend beyond just using an additional language to enact disciplinary literacie…
A multidimensional framework of bi- and multilingual disciplinary literacies
This paper presents a conceptualisation of bi- and multilingual disciplinary literacies (BMDLs) designed as a dynamic and versatile thinking tool for researchers and practitioners in bi- and multilingual educational settings. It builds upon established theoretical foundations and the work conducted within the COST network CLILNetLE, moving beyond traditional perspectives of literacy development that are often viewed as linear or narrowly confined…
Conceptualizing bi- and multilingual disciplinary literacies in CLIL
Educationalists across the world aim to prepare their students for the realities of post-school life, be that at university or in the workplace. Increasingly, the expectations on school leavers have diversified also with regard to their linguistic abilities and prominently include subject-specific or disciplinary literacies, which encompass both knowledge of content and ways of conveying it in subject-specific ways. The global status of English h…
The role of provisional beliefs in teacher development
This study aims to explore the impact of postgraduate study abroad on the professional development of in-service teachers of English. While a large number of English teachers across the globe have pursued their further education in such internationally available programmes, its impact has rarely been studied. Our contribution addresses the teacher development of four transborder teachers from Japan who attended MA courses in the UK through qualit…
Unpacking disciplinary literacies through CLIL teachers' perspectives across Science, Social Science and Mathematics in Europe
‘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…
Accuracy and Fluency Teaching and the Role of Extramural English
European learners of English are increasingly using this language recreationally, which is referred to as Extramural English (henceforth EE). The level of EE use in a given country might be reflected in English Language Teaching (ELT) practices. Yet, no research so far has examined cross-nationally what potential for language learning teachers perceive in their learners' EE engagement and how this relates to ELT practices. To address this gap, th…
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…
We are not the language police”
English medium instruction (EMI) in higher education has rapidly increased over the last decade in Europe and Asia. However, this expansion has far outstripped research and many key questions remain unanswered. This study addresses a number of those questions related to roles and conceptualisations of English and other languages in multilingual university settings. Data is presented from an exploratory mixed‐methods (121 questionnaire responses a…
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…
English and more
The rapid increase in English medium instruction (EMI) in higher education has resulted in the need for a greater evidence base documenting EMI in practice spanning a range of settings. Studies of EMI focusing on linguistic issues are beginning to emerge but there are few comparative studies looking at multiple sites, levels and stakeholders. In response to this, the study reported here examined the roles of and conceptualisations of English and …
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…
Baal/CUP Seminar 2011
The aim of this seminar was to promote dialogue between two research areas addressing educational multilingualism: Content and Language Integrated Learning (CLIL) and community languages. In bringing together these two strands of research, the seminar explored and fostered potential methodological and theoretical synergies. As organisers we invited abstracts which addressed innovative research in areas related to the conference theme, especially …
Content and foreign language integrated learning
Content and language integrated learning (CLIL), an umbrella term for the teaching of curricular content through a foreign language (FL) while providing a dual focus on content and language, has be
ESP teacher education at the interface of theory and practice
The genre(s) of student writing
This paper addresses the need to re‐evaluate the aims and objectives underlying the teaching of English for Academic Purposes (EAP) in a European context. I argue here that for students to develop fully their abilities as writers, the objectives set in individual classes must reflect students’ communicative purposes, rather than those of expert writers, and for that reason specific student writing models are needed. This paper proposes a methodol…
We are not the language police”
English medium instruction (EMI) in higher education has rapidly increased over the last decade in Europe and Asia. However, this expansion has far outstripped research and many key questions remain unanswered. This study addresses a number of those questions related to roles and conceptualisations of English and other languages in multilingual university settings. Data is presented from an exploratory mixed‐methods (121 questionnaire responses a…
English and more
The rapid increase in English medium instruction (EMI) in higher education has resulted in the need for a greater evidence base documenting EMI in practice spanning a range of settings. Studies of EMI focusing on linguistic issues are beginning to emerge but there are few comparative studies looking at multiple sites, levels and stakeholders. In response to this, the study reported here examined the roles of and conceptualisations of English and …
CLIL (Content and Language Integrated Learning)
The genre(s) of student writing
This paper addresses the need to re‐evaluate the aims and objectives underlying the teaching of English for Academic Purposes (EAP) in a European context. I argue here that for students to develop fully their abilities as writers, the objectives set in individual classes must reflect students’ communicative purposes, rather than those of expert writers, and for that reason specific student writing models are needed. This paper proposes a methodol…
Accuracy and Fluency Teaching and the Role of Extramural English
European learners of English are increasingly using this language recreationally, which is referred to as Extramural English (henceforth EE). The level of EE use in a given country might be reflected in English Language Teaching (ELT) practices. Yet, no research so far has examined cross-nationally what potential for language learning teachers perceive in their learners' EE engagement and how this relates to ELT practices. To address this gap, th…
A multidimensional framework of bi- and multilingual disciplinary literacies
This paper presents a conceptualisation of bi- and multilingual disciplinary literacies (BMDLs) designed as a dynamic and versatile thinking tool for researchers and practitioners in bi- and multilingual educational settings. It builds upon established theoretical foundations and the work conducted within the COST network CLILNetLE, moving beyond traditional perspectives of literacy development that are often viewed as linear or narrowly confined…
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…
ESP teacher education at the interface of theory and practice
Unpacking disciplinary literacies through CLIL teachers' perspectives across Science, Social Science and Mathematics in Europe
Content and foreign language integrated learning
Content and language integrated learning (CLIL), an umbrella term for the teaching of curricular content through a foreign language (FL) while providing a dual focus on content and language, has be
The genre(s) of student writing
This paper addresses the need to re‐evaluate the aims and objectives underlying the teaching of English for Academic Purposes (EAP) in a European context. I argue here that for students to develop fully their abilities as writers, the objectives set in individual classes must reflect students’ communicative purposes, rather than those of expert writers, and for that reason specific student writing models are needed. This paper proposes a methodol…
ESP teacher education at the interface of theory and practice
Content and foreign language integrated learning
Content and language integrated learning (CLIL), an umbrella term for the teaching of curricular content through a foreign language (FL) while providing a dual focus on content and language, has be
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…
Baal/CUP Seminar 2011
The aim of this seminar was to promote dialogue between two research areas addressing educational multilingualism: Content and Language Integrated Learning (CLIL) and community languages. In bringing together these two strands of research, the seminar explored and fostered potential methodological and theoretical synergies. As organisers we invited abstracts which addressed innovative research in areas related to the conference theme, especially …
CLIL (Content and Language Integrated Learning)
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…
English and more
The rapid increase in English medium instruction (EMI) in higher education has resulted in the need for a greater evidence base documenting EMI in practice spanning a range of settings. Studies of EMI focusing on linguistic issues are beginning to emerge but there are few comparative studies looking at multiple sites, levels and stakeholders. In response to this, the study reported here examined the roles of and conceptualisations of English and …
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…
We are not the language police”
English medium instruction (EMI) in higher education has rapidly increased over the last decade in Europe and Asia. However, this expansion has far outstripped research and many key questions remain unanswered. This study addresses a number of those questions related to roles and conceptualisations of English and other languages in multilingual university settings. Data is presented from an exploratory mixed‐methods (121 questionnaire responses a…
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…
‘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…
Accuracy and Fluency Teaching and the Role of Extramural English
European learners of English are increasingly using this language recreationally, which is referred to as Extramural English (henceforth EE). The level of EE use in a given country might be reflected in English Language Teaching (ELT) practices. Yet, no research so far has examined cross-nationally what potential for language learning teachers perceive in their learners' EE engagement and how this relates to ELT practices. To address this gap, th…
Conceptualizing bi- and multilingual disciplinary literacies in CLIL
Educationalists across the world aim to prepare their students for the realities of post-school life, be that at university or in the workplace. Increasingly, the expectations on school leavers have diversified also with regard to their linguistic abilities and prominently include subject-specific or disciplinary literacies, which encompass both knowledge of content and ways of conveying it in subject-specific ways. The global status of English h…
The role of provisional beliefs in teacher development
This study aims to explore the impact of postgraduate study abroad on the professional development of in-service teachers of English. While a large number of English teachers across the globe have pursued their further education in such internationally available programmes, its impact has rarely been studied. Our contribution addresses the teacher development of four transborder teachers from Japan who attended MA courses in the UK through qualit…
Unpacking disciplinary literacies through CLIL teachers' perspectives across Science, Social Science and Mathematics in Europe
Introduction to the special issue ‘Bi- and multilingual disciplinary literacies
The Special Issue ‘Bi- and multilingual disciplinary literacies: novel conceptualisations and empirical insights’ is an outcome of research collaborations in the COST Action CA21114 CLILNetLE. In this introduction, we position the framework of bi- and multilingual disciplinary literacies (BMDLs) and introduce the contributions to the Special Issue. We argue that BMDLs extend beyond just using an additional language to enact disciplinary literacie…
A multidimensional framework of bi- and multilingual disciplinary literacies
This paper presents a conceptualisation of bi- and multilingual disciplinary literacies (BMDLs) designed as a dynamic and versatile thinking tool for researchers and practitioners in bi- and multilingual educational settings. It builds upon established theoretical foundations and the work conducted within the COST network CLILNetLE, moving beyond traditional perspectives of literacy development that are often viewed as linear or narrowly confined…
Second Language Learning and Teaching (16 works) · Pedagogy (13 works) · Linguistics (12 works) · Sociology (12 works) · EFL/ESL Teaching and Learning (11 works) · Computer Science (10 works) · Psychology (10 works) · Mathematics education (9 works) · Multilingualism (8 works) · Foreign language (6 works)