Elizabeth J. Erling

Prof. of ELT

University of Applied Sciences Upper Austria

Austria

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Elizabeth J. Erling is a Professor of English Language Teaching at the University of Education Upper Austria. Her research primarily focuses on multilingualism, translanguaging pedagogies, and equitable English language education, as evidenced by her recent publications. She explores the complex dynamics of teaching English in linguistically diverse contexts, particularly in Austria, and addresses challenges faced during the COVID-19 pandemic. Her work aims to enhance the connections between research and practice in English language education.

Articles (9)

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2025

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2025

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2023

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2023

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2022

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2022

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2022

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2021

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2021

Collaborators (4)

Emilee Moore

Universitat Autònoma de Barcelona (UAB)

SPAIN

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Miriam Weidl

Universität Wien

AUSTRIA

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Marie Gitschthaler

Full Professor

AUSTRIA

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Anouschka Foltz

Assistant Professor

Graz University of Technology

AUSTRIA

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Elizabeth J. Erling

Research Interests

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About

Articles (9)

Enhancing the research-praxis nexus: Critical moments implementing translanguaging pedagogies in English language education at an Austrian middle school

Exploring Multilingualism to Inform Linguistically and Culturally Responsive English Language Education

Understanding low outcomes in English language education in Austrian middle schools: the role of teachers’ beliefs and practices

Pockets of Possibility: Students of English in Diverse, Multilingual Secondary Schools in Austria

Teaching English to Linguistically Diverse Students from Migration Backgrounds: From Deficit Perspectives to Pockets of Possibility

Teaching Multilingual Students During the COVID-19 Pandemic in Austria: Teachers’ Perceptions of Barriers to Distance Learning

Is Segregated Language Support Fit for Purpose? Insights From German Language Support Classes in Austria

INTRODUCTION–Socially just plurilingual education in Europe: shifting subjectivities and practices through research and action

Differences in English teachers’ beliefs and practices and inequity in Austrian English language education: could plurilingual pedagogies help close the gap?

Collaborators (4)

Emilee Moore

Miriam Weidl

Marie Gitschthaler

Anouschka Foltz

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