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Understanding low outcomes in English language education in Austrian middle schools: the role of teachers’ beliefs and practices
16 references·3 citing·43 second hop
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References

  • 1992Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct8,982 cited
  • 2008Analyzing Linguistic Data3,253 cited
  • 2016Translanguaging with Multilingual Students844 cited
  • 2009Creating Effective Teaching and Learning Environments716 cited
  • 2007Third or Additional Language Acquisition647 cited
  • 1984Awareness of Language: An Introduction478 cited
  • 2018Equity in Education444 cited
  • 2015Teachers’ beliefs about multilingualism and a multilingual pedagogical approach395 cited
  • 2003Researching Beliefs About SLA: A Critical Review350 cited
  • 2016Why the Dichotomy ‘L1 Versus LX User’ is Better than ‘Native Versus Non-native Speaker344 cited
  • 2020Teaching English through pedagogical translanguaging335 cited
  • 2006Linguistic Awareness in Multilinguals329 cited
  • 2011Funds of knowledge for the poor and forms of capital for the rich? A capital approach to examining funds of knowledge325 cited
  • 2014TheMultilingual Turn in Languages Education302 cited
  • 2006Linguistic Awareness in Multilinguals: English as a Third Language289 cited
  • 2001Cross-Linguistic Influence in Third Language Acquisition

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267 cited

Cited by

  • 2021Differences in English teachers’ beliefs and practices and inequity in Austrian English language education: could plurilingual pedagogies help close the gap?27 cited
  • 2022Teacher Cognition and Practice of Educational Equity in English as a Foreign Language Teaching23 cited
  • 2025Enhancing the research-praxis nexus: Critical moments implementing translanguaging pedagogies in English language education at an Austrian middle school2 cited