Elizabeth Erling

Vert.-Prof. Elizabeth Erling, PhD, MSc, BA

Institut für Mehrsprachigkeit
Sprechstunden im Winter Semester: Mittwochs von16-17 oder online nach Vereinbarung
Zu meiner Person

Ich kann auf eine lange, internationale Karriere im Bereich der angewandten Linguistik und des Englischunterrichts zurückblicken. Ursprünglich aus den USA stammend, habe ich in Österreich, Deutschland, Korea und dem Vereinigten Königreich Englisch unterrichtet und an groß angelegten, preisgekrönten internationalen Bildungsprojekten in Bangladesch, Ghana und Indien mitgewirkt. Ich habe Englisch und Deutsch auf BA-Ebene an der Georgia State University in Atlanta studiert und habe einen MSc und einen PhD in Theoretischer und Angewandter Linguistik von der University of Edinburgh. Von 1999 bis 2008 war ich als wissenschaftliche Mitarbeiterin an der Freien Universität Berlin tätig, von 2008 bis 2016 an der Open University in Großbritannien als Senior Lecturer in ELT und International Teacher Education, von 2017 bis 2020 an der Karl-Franzens-Universität Graz als Professorin für ELT-Research and Methodology und an der Universität Wien, wo ich immer noch unterrichte.

Forschungsgebiete und Interessen

Meine Forschung sucht nach Antworten auf komplexe Fragen der Sprachenbildungspolitik, bspw. welche Sprachen als Unterrichtssprache verwendet werden sollen, welches Modell der mehrsprachigen Bildung in einem bestimmten Kontext am effektivsten ist und welchen Wert das Erlernen einer bestimmten Sprache hat. Der Komplexität der Fragestellung entsprechend, verbinde ich in meiner Forschung interdisziplinäre Perspektiven und empirische Methoden – z.B. rigorous reviews, ethnographische Feldstudien, Interviews, Klassenzimmer-Beobachtungen, großangelegte quantitative Umfragen und linguistische Analysen. Diese Herangehensweise ermöglichte es mir, die weitverbreitete Überzeugung zu verstehen, dass das Erlernen der englischen Sprache notwendigerweise zu wirtschaftlichem und sozialem „Fortschritt“ führt und wie diese Überzeugung zu sprachpolitischen Entscheidungen führen kann, die die transformative Kraft der Bildung einschränken. Meine Forschung gibt auch einen Einblick, wie man gleichwertige Bildungsqualität, soziale Gerechtigkeit, Empathie und interkulturelle Kommunikation durch Sprachpolitik und Pädagogik und den wirksamen Einsatz von Technologie verstärken kann. Diese Erkenntnisse haben große internationale Initiativen im Bereich des Fremdsprachenlehrens und der Lehrer*innenausbildung wie English in Action, Bangladesch und TESS-India geprägt und die Strategien sowie Vorgehensweisen wichtiger Stakeholder im Bildungsbereich beeinflusst (z. B. British Council, DfID, Education Development Trust).

Ausgewählte Publikationen

Books

Erling, E.J. et al. (Eds) (2021) Multilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa. Routledge.

Erling, E.J. (Ed) (2017) English across the Fracture Lines: the Contribution and Relevance of English to Security, Safety and Stability in the World. London: British Council.

Erling, E.J. and P. Seargeant (Eds) (2013) English and Development: Policy, Pedagogy and Globalization. Bristol: Multilingual Matters.

Peer-reviewed journal articles

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.

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.

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 EnglishStudies, 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.

Donohue, J. and Erling, E.J. (2012) ‘Investigating the relationship between the use of English for academic purposes and academic attainment.’ English for Academic Purposes 11:3, 210-19.

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 Paar, S. (forthcoming) ‘Opening up IRF to enable ECT (Effective Classroom Talk).’ In Fürstenberg, U. and Schumm-Fauster, J. (Eds) Teaching English in Austria: A Practical Coursebook. Graz: Universitätsverlag Graz.

Erling, E.J. (forthcoming) ‘De-localising and re-localising teaching education: From India to Austria.’ In Coelsch-Foisner, S. und Herzog, C. (Eds.). De- / Re-Lokalisierung und Hybridisierung. Wissenschaft und Kunst: Kulturelle Dynamiken/Cultural Dynamics. Heidelberg: Winter.

Erling, E.J., Safford, Kimberly and Tugli, F.M. (2021) ‘Classroom talk in Ghanaian upper primary schools: Understanding the reasons for English-only, teacher-dominant practices.’ In Erling, E.J., Clegg, J. Rubagumya, C. and Reilly, C. (Eds) Multilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa. London: Routledge.

Chowdhury, Q.H. and Erling, E.J. (2021) ‘Ideologies of English as a language of economic development in Bangladesh: Critical insights from two research projects in Bangladesh.’ In Sultana, S., Roshid, M., Haider, M.Z., Kabir, M.M.N. and Khan, M.H. (eds) The Routledge Handbook of English Language Education in Bangladesh. London: Routledge, 397-410.

Chowdhury, Q.H., Erling, E.J. and Solly, M. (2020) ‘The value of grassroots English for Bangladeshi migrants to the Middle East.’ In Meierkord, C. and Schneider, E. (eds) World Englishes at the Grassroots. Edinburgh: Edinburgh University Press.

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) ‘Introduction: English across the fracture lines: The role of English in stability, security and peace.’ In Erling, E.J. (Ed) (2017), 7-24.

Solly, M., Chowdhury, Q.H., Erling, E.J., and Seargeant, P. (2017) ‘The role of English in the safety, stability, and resilience of economic migrants from Bangladesh to the Middle East.’ In Erling, E.J. (Ed) (2017), 165-174.

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.

Erling, E.J., Adinolfi, L., Hultgren, A.K., Buckler, A. and Mukorera, M. (2017). ‘Medium of Instruction (MOI) policies in Ghanaian and Indian primary schools: An overview of key issues and recommendations’. In Milligan, L.O and Tikly, L. (eds) English as a Medium of Instruction in Postcolonial Contexts: Issues of Quality, Equity and Social Justice. London: Routledge, 294-310.

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.

Hamid, M.O. and E.J. Erling (2016) ‘English-in-education policy and planning in Bangladesh: A critical examination’. In R. Kirkpatrick(Ed.), English Education Policy in Asia and the Middle East. Dordrecht: Springer, 25-48.

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.

Erling, E.J. and P. Seargeant (2013) ‘Introduction.’ In E.J. Erling and P. Seargeant (Eds), 1-20.

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.

Erling, E.J. (2008) ‘Local investigations of global English: Teaching English as a global language at the Freie Universität Berlin.’ In J. Hardman and S. Dogancay-Aktuna (Eds). Global English Language Teacher Education. Alexandria, VA: TESOL, 147-165.

Erling, E.J. and S. K. Hilgendorf (2006) ‘English at the German University: A means of disadvantage or empowerment?’ In A. Weideman and B. Smieja (Eds). Empowerment through Language and Education. Frankfurt/M: Peter Lang, 113-128.

Erling, E.J. (2005) ‘Who is the global English speaker? A profile of students of English at the Freie Universität Berlin.’ In C. Gnutzmann and F. Intemann (Eds). The Globalisation of English and the English Language Classroom. Tübingen: Gunter Narr, 215-230.

Erling, E.J. (2004) ‘English as the language of the European academic community: Questions from the Freie Universität Berlin.’ In A. Duszak and U. Okulska (Eds). Speaking from the Margin: Global English from a European Perspective. Frankfurt/M: Peter Lang, 77-90.

Letzte Änderung: 19.10.2021
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