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Publications

Published Books

Selected Journal Articles 

  • Erling, E.J., Brummer, M. and Foltz, A. (2022) ‘Pockets of possibility: Students of English in diverse, multilingual secondary schools in Austria.’ Applied Linguistics. https://doi.org/10.1093/applin/amac037 

  • Erling, E.J., Foltz, A., Siwik, F. and Brummer, M. (2022) ‘Teaching English to highly diverse, multilingual students from migration backgrounds: From deficit discourses to pockets of possibility.’ Languages. 7(3):186. https://doi.org/10.3390/languages7030186

  • Gitschthaler M., Erling, E. J., Stefan, K., & Schwab, S. (2022). Teaching Multilingual Students during the COVID-19 Pandemic in Austria: Teachers’ Perceptions of Barriers to Distance Learning. Frontiers in Psychology, https://www.frontiersin.org/articles/10.3389/fpsyg.2022.805530/full 

  • Erling, E.J., Gitschthaler, M. and Schwab, S. (2021) Is segregated language support fit for purpose? Insights from German language support classes in Austria. European Journal of Educational Research. https://www.eu-jer.com/is-segregated-language-support-fit-for-purpose-insights-from-german-language-support-classes-in-austria

  • Erling, E.J. and Moore, E. (2021) ‘Socially just plurilingual education in Europe: Shifting subjectivities and practices through research and action.’ Introduction to Special Issue. International Journal of Multilingualism. https://www.tandfonline.com/doi/full/10.1080/14790718.2021.1913171

  • Erling, E.J., Foltz, A. and Wiener, M. (2021) ‘Differences in English teachers’ beliefs and practices and inequity in Austrian English language education: Could plurilingual pedagogies help close the gap?’ International Journal of Multilingualism. http://dx.doi.org/10.1080/14790718.2021.1913171 

  • Erling, E.J., Radinger, S. and Foltz, A. (2020) ‘Understanding low outcomes in English language education in Austria middle schools: The role of teachers’ beliefs and practices’. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2020.1829630 

  • Erling, E.J., Chowdhury, Q.H., Solly, M. and Seargeant, P. (2019) ‘“Successful” migration, (English) language skills and global inequality: The case of Bangladeshi migrants to the Middle East.’ Multilingua. 38:3, 253–281. https://doi.org/10.1515/multi-2018-0021

  • Erling, E.J. (2017) ‘Development aid, language planning and English education in Bangladesh’. Current Issues in Language Planning. Special issue on ‘Language planning and development aid.’ 11, 4: 388-406. https://doi.org/10.1080/14664208.2017.1331496

  • Seargeant, P., Erling, E.J. and Solly, M., Chowdhury, Q. (2017) ‘The communicative needs of Bangladeshi economic migrants: The functional values of host country languages versus English as a lingua franca.’ Journal of English as a Lingua Franca. 6:1, 141-166. https://doi.org/10.1515/jelf-2017-0008

  • Erling, E.J., Adinolfi, L., Hultgren, A.K., Buckler, A. and Mukorera, M. (2016). ‘Medium of Instruction (MOI) policies in Ghanaian and Indian primary schools: An overview of key issues and recommendations’. Comparative Education. Special Issue on 'English as a Medium of Instruction in Low and Middle Income Countries: Issues of Quality, Equity and Social Justice'. 53:3, 294-310. https://doi.org/10.1080/03050068.2016.1185254  

  • Seargeant, P., Erling, E.J. and Solly, M., Chowdhury, Q. and Rahman, S. (2016) ‘Analysing perceptions of English in rural Bangladesh: insights from postcolonialism and World Englishes’. World Englishes. 36: 4, 631-644. https://doi.org/10.1111/weng.12215 

  • Erling, E.J., Schekulin, C., Thir, V., Seidlhofer, B. and Widdowson, H. (2016) ‘English language: English as a Lingua Franca’. Year's Work in English Studies, 130-169.

  • Erling, E. J., Seargeant, P. and M. Solly (2014) ‘English in rural Bangladesh: How is language education perceived as a resource for development in rural communities?’ English Today. 30:4, 16-22.

  • Erling, E.J. and J.T.E. Richardson (2010) ‘Measuring the Academic Skills of University Students: Evaluation of a diagnostic procedure.’ Assessing Writing. 15:3, 177-193.

  • Erling, E.J. and T. Bartlett (2008) ‘Making space for us: German graduate student voices in English.’ Innovation in Language Learning and Teaching. 2: 2, 174-188.

  • Erling, E.J. (2007) ‘Local identities and global connections: Affinities with English among student specialists at the Free University of Berlin.’ World Englishes 26:2, 111-130.

  • Erling, E.J. and T. Bartlett (2007) ‘Making English their own: The use of ELF among students of English at the Free University of Berlin.’ Nordic Journal of English Studies. 5:2, 9-40.

  • Erling, E.J. and A. Walton (2007) ‘English at work in Berlin: A report on a survey of seven multinational companies in Germany.’ English Today. 23:1, 32-40. 

  • Erling, E.J. and S. K. Hilgendorf (2006) ‘Language policies in the context of German higher education.’ Language Policy. 5:3, 267-293. 

  • Erling, E.J. (2005) ‘The many names of English.’ English Today. 21:1, 40-44.

  • Erling, E.J. (2002) ‘“I speak English since 10 years”: Global English and the German university classroom.’ English Today. 18:2, 8-13. 

Book chapters

  • Schwarzl, L. and Erling, E.J. (forthcoming) ‘Supporting a shift in stance about translanguaging pedagogies: Insights from a teacher-researcher collaboration in Vienna.’ In Tian, Z. & Shepard-Carey, L. (Eds) (Re)imagining the Future of Translanguaging Pedagogies in Classrooms through Researcher-Practitioner Collaboration. Bristol: Multilingual Matters.

  • Erling, E.J. and Adinolfi, L. (2019) ‘Primary school medium of instruction policies in Ghana and India.’ In Safford, K. and Chamberlain, L. (eds) Learning and Teaching Around the World: Comparative and International Studies in Primary Education. London: Routledge, 55-61.

  • Erling, E.J. and Khatoon, M. (2018) ‘The Status and Economic Significance of English in Bangladesh: Perceptions and Consequences’. In I. Eyres et al (Eds), Sustainable English Language Teacher Development at Scale: Lessons from Bangladesh. London: Bloomsbury, 23-44.

  • Erling, E.J. (2017) ‘Being “the villain”: Globalization and the “native-speaker” English language teacher’. In Borjian, M. (Ed.), Perspectives on Language and Globalization: An Autoethnographic Approach. London: Routledge, pp. 90-102.

  • Hultgren, A.C., Erling, E.J. and Chowdhury, Q.H. (2016) ‘Ethics in Language and Identity Research’. In Preece, S. (Ed.), Routledge Handbook of Language and Identity. London: Routledge, 257-271.

  • Erling, E. J., M. O. Hamid and P. Seargeant (2013) ‘Grassroots attitudes to the positioning of English as a language for international development.’ In E.J. Erling and P. Seargeant (Eds), 88-110.

  • Breckenridge, Y. and E.J. Erling (2011) ‘The native speaker English teacher and the politics of globalization in Japan.’ In P. Seargeant (Ed). English in Japan in the Era of Globalization. Basingstoke: Palgrave, 80-100.

  • Seargeant, P. and E.J. Erling (2011) ‘The discourse of “English as a language for international development.”’ In Coleman, H. (Ed.) Dreams and Realities: Developing Countries and the English Language. London: British Council, 248-267.

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