Julia Hüttner

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• MA, MSc, PhD
• Professor at University of Vienna

One of the effects of the growing importance of global English in professional contexts has been the rise of ESP teaching at all levels. Despite the concurrently increasing demand for ESP teachers, pre-service teacher education programmes in Europe have so far largely neglected this important area. In order to address the professional needs of futu...

This paper presents a response to “A. Bruton. 2013. CLIL: Some of the reasons why … and why not. System 41 (2013): 587–597” and engages with the claims made in this contribution. We challenge a series of assumptions made about CLIL in Bruton (2013), i.e. that it is discriminatory, that it replaces foreign language instruction and that it does (or s...

While disagreements are often considered dispreferred choices and potentially face-threatening acts due to their oppositional nature, this perception does not adequately reflect the importance of disagreeing for many types of interaction, such as problem-solving and decision-making. Developing ability in performing this speech act therefore becomes...

While extant 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 language proficiency and content knowledge, has received less attention. Of particular interest here is the nexus between these in the area of spoken subject-specifi...

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, t...

A tartalom és nyelv integrálása (Content and Language Integrated Learning, CLIL) egyre népszerűbbé válik Európában. A CLIL ernyőfogalomnak is tekinthető (Mehisto et al., 2008), e fogalom alá tartozik például a hazánkban ismert két tanítási nyelvű oktatás és a nemzetiségi nyelveken történő oktatás is. A CLIL és a szaktárgyi műveltség metszéspontjait...

In order to prepare foreign language teachers for successful inclusive teaching, particularly from a subject-specific perspective, there is a need for suitable formats for teacher education to be developed and evaluated. The project ELLeN (English Language Learning & Neurodiversity, http://ellen-project.eu/) applied an inquiry-based learning (IBL)...

While research addressing English-Medium Education (EME) is vibrant, some key questions remain open. Gaps in current research on EME are exacerbated by the paucity of sophisticated tools of comparison. The ROAD-MAPPING framework is suggested as an analytic tool for achieving such a comparison, and this contribution aims at showing how the ROAD-MAPP...

The contribution present data and findings from a teacher education intervention, which aimed at supporting (student) teachers’ professional vision in order to improve their (dialogic) reflective practices. In order to facilitate meaningful dialogue, video-recorded English lessons were used as bases of discussion. The 19 participants were early car...

This article traces the historical phases in the conceptualisation of and research on Content-and-language-Integrated Learning in Europe since the 1990s. Following upon early programmatic statements, the first wave of CLIL research concentrated on language learning outcomes. In a second wave, the focus was on descriptions of practice and studies of...

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 perc...

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 v...

The progressing globalisation of the academic landscape is tightly linked to the establishment of English as the strongest academic language. This results in university courses being increasingly taught in English and students of diverse subjects being thus required to write their academic texts in English. Through this development, even successful...

For many English teachers, studying in Anglophone countries, especially at postgraduate level, is aspired to as a means of supporting their own professional development. While the overt interest lies in acquiring cutting-edge theories in ELT to improve their classroom practices, a sojourn abroad is also valued as a cultural and linguistic immersion...

The teaching of languages in Europe emphasises the learning of English, increasingly with a view towards using it in a professional and academic environment. One development over the last few decades in response to this demand for more specialised English proficiency has been the introduction of Content-and-Language-Integrated Learning (CLIL). One...

Most students taking part in Study Abroad (SA) programmes aim to immerse themselves as fully as possible in the target language (TL) country and so improve their TL proficiency, as well as their own personal development towards independent adulthood. From a research perspective, the quality of social networks involving TL speakers, and hence the so...

This chapter aims to provide an overview of research into the use of video in language teacher education, with a particular focus on its value as a tool facilitating reflective practice. The first part of this chapter discusses the reasons for, practices and practicalities of video use in language teacher education. One reason for using video is th...

Content and language integrated learning (CLIL), an educational approach using a foreign language to teach non-language subjects, has been consistently gaining in popularity. Despite an increasing research base suggesting its benefits for general language proficiency, the contribution made to learning and using subject-specific target language elem...

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 uni...

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 re...

Academic writing, including in English as an Academic Lingua Franca, has become a central feature for the majority of European university students. Despite a large body of research, we find that conceptualisations of student writing still tend to assume a direct link to expert academic genres, which are often explicitly evoked as models. Within a g...

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 (Spolsky 2004), which relates languag...

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...

This volume addresses the complex issues surrounding language teacher education, especially in EFL, and the development of professionalism in this field. By applying such concepts as Shulman's ""pedagogical content knowledge"", the development of teachers' knowledge base is investigated in a variety of settings, thus underpinning the contextual nat...

This article offers a critical response to Anderson and Corbett (2010). We feel that Anderson and Corbett have seriously misrepresented English as a lingua franca research (ELF), as well as presenting potentially confusing information on how to use corpora in classrooms. We address a number of misconceptions about ELF and illustrate how ELF researc...

The study presented investigates the English language learning outcomes of 44 German-speaking children in year 3 of secondary school, of whom 22 are in CLIL strands, while the other group follow standard curricula. This investigation focuses on the acquisition of oral narrative competence, using a picture story related by each pupil in German and E...

The trend towards using English as an academic lingua franca has undoubtedly increased the awareness of a need for specific EAP writing instruction and inroads into researching student writing have been made. However, systematic improvements for a theory-informed teaching practice still require more detailed knowledge of the current state of studen...

One of the interesting features of many English as a Lingua Franca (ELF) interactions is the extent of their perceived fluency, i.e. the degree to which listeners consider them to be instances of ‘smooth’ language performance. This contribution addresses the questions of whether fluency can become a meaningful descriptor for ELF, and if so, whether...

THE FULL TEXT CAN BE DOWNLOADED FOR FREE FROM: http://www.icrj.eu/12/article2.html In order to better prepare future engineers for the international nature of their occupation in a globalized industry, colleges of engineering, arts and crafts in Austria have been employing CLIL in engineering subjects. The present study seeks to unveil some of the...

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 wri...

With the rise of English as an academic lingua franca, the ability to produce academic texts in English is quickly turning into a core skill also for students whose first language is not English. Although this trend has increased the awareness of a need for specific writing instruction, systematic improvements for a theory-informed teaching practic...