Julia Hüttner

Julia Hüttner

Julia Hüttner is Professor of English Language Education at the Department of English and American Studies and at the Centre for Teacher Education at the University of Vienna. Her work encompasses pre-service teacher education for all levels of secondary English language teaching (i.e. grades 5 to 13) and research into the learning and teaching of English in instructed settings. Her main research foci are:

1. educational approaches where English is used as a medium of instruction for non-language subjects, with a specific interest in disciplinary language / literacy, looking into

- CLIL (Content and Language Integrated Learning) at school
- English Medium Education at university level

2. teacher cognition and development, addressing

- pedagogic content knowledge, esp. with regard to ESP
- the use of new media and digital learning within ESP
- the use of video-based resources as an aid to teacher learning
- preparing teachers for greater inclusivity in their teaching of neurodiverse learner groups

Current Projects

  • Immersive Business and Engineering English in Virtual Reality (IBEEVR), funded by the European Commission under Erasmus+, (2018-2021), see www.ibeevr.org

Recent Publications (since 2018)

  • Mayumi, K., & Hüttner, J. (2020). Changing beliefs on English: Study abroad for teacher development. ELT Journal, 74(3), 268–276. https://doi.org/10.1093/elt/ccaa020
  • Hüttner, J., & Rieder-Bünemann, A. (2020). Growing into academic L2 writing: Perceptions, practices and challenges of student authors. Fremdsprachen Lehren und Lernen, 49(1), 83-98. https://doi.org/DOI: 10.2357/FLuL-2020-0006
  • Hüttner, J. (2019). Towards 'professional vision': video as a resource in teacher learning. In S. Mann, & S. Walsh (Eds.), The Routledge Handbook of Teacher Education (pp. 473-483). Routledge Taylor & Francis Group.
  • Hüttner, J. (2019). Occupying a new space: oral language skills within the disciplines in English-medium instruction. In B. Loranc-Paszylk (Ed.), Rethinking directions in language learning and teaching at university level (pp. 5-26). Research-publishing.
  • Alfayez, H. M., & Hüttner, J. (2019). Women students from Saudi Arabia in a study abroad programme: Sociocultural experiences and English proficiency development. Study Abroad Research in Second Language Acquisition and International Education, 42(2), 193-223. [42].
  • Rieder-Bünemann, A., Hüttner, J., & Smit, U. (2019). Capturing technical terms in spoken CLIL: a holistic method for identifying subject-specific vocabulary. Journal of Immersion and Content-Based Language Education, 7 (1), 4-29.
  • Baker, W., & Hüttner, J. (2019). “We are not the language police”: Comparing multilingual EMI programmes in Europe and Asia. International Journal of Applied Linguistics, 29(1), 78-94. https://doi.org/10.1111/ijal.12246
  • Dafouz, E., Hüttner, J., & Smit, U. (2018). New context, new challenges: Oral disciplinary language development in English Medium Instruction (EMI) and its implications for teacher education. TESOL Quarterly 50(3), 540-563. https://doi.org/10.1002/tesq.459
  • Hüttner, J., & Smit, U. (2018). Negotiating political positions: subject-specific oral language use in CLIL classrooms. International Journal of Bilingual Education and Bilingualism, 21(3), 287-302. https://doi.org/10.1080/13670050.2017.1386616
  • Hüttner, J. (2018). ELF and Content and Language Integrated Learning. In W. Baker, J. Jenkins, & M. Dewey (Eds.), The Routledge Handbook of English as a Lingua Franca (pp. 481-493). Routledge, Taylor & Francis.