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Apart from linguistic diversity and multilingualism, empirical research into diversity is only in its beginnings in the Austrian educational context. CLIL research, on the other hand, is well-established but has not tended to focus on pedagogical practices. This study explores teachers' and students' self-reported experiences in Austrian CLIL classrooms with regard to the phenomenon of diversity and the pedagogical practices addressing it. This mixed-methods study used the research instruments (questionnaires, interview guides) developed in the ADiBE project. Three Viennese secondary schools with two classes each participated in the study. In total, 132 students answered the questionnaires. Six focus group interviews with 6-8 participants were conducted (one for each participating class). Teacher questionnaires were distributed in but also beyond the participating schools (N = 30), and eight teachers from the participating schools were interviewed. With regard to the phenomenon of diversity as such, our results suggest a system-inherent ambivalence between segregation and egalitarianism. Concerning pedagogical practices during CLIL lessons, such as language scaffolding, learner-centred design or use of German, the responses of students and teachers show that different aspects of classroom reality carry different weight with the two groups of participants.

The rise of English-medium education has led to considerable academic interest in communicative practices in multilingual university settings. However, there is still little research into disciplinary knowledge construction in higher education contexts where English is the academic lingua franca. To address this gap, we embrace the central role of explaining in education by proposing Exploratory Interactive Explaining (EXINTEX) as an analytical tool, which identifies the elements of explanatory episodes in the joint development of disciplinary knowledge. We then apply this tool at the micro-level of interaction to two comparable contexts differentiated primarily by the presence or absence of a teacher. Our findings confirm the relevance and high level of educational success of EXINTEX episodes in both quantitative and qualitative terms. They further reveal the dynamic interplay of epistemic authority and engagement in the learning process. Additionally, they show how research into educational disciplinary discourse and English as a lingua franca in academic settings can complement and supplement each other.

This paper focuses on Content and Language Integrated Learning (CLIL), an educational approach where a foreign language is used to teach non-language subjects. More specifically, this contribution presents new insights into an under-researched area, namely the potential of CLIL in fostering the learning and use of subject-specific target language vocabulary (SSV). This is investigated in a case study analysing spontaneous oral classroom productions of two groups of advanced, secondary-school students in an Austrian CLIL programme within the subject European economics and politics. Based on a holistic definition of SSV comprising both single and multi-word lexical units, complementary quantitative lexical and qualitative discourse-embedded research methods are employed to present a comprehensive picture of the engagement of learners with subject-specific vocabulary. Findings of the lexical analysis show a substantial and active use of SSV with some homogeneity but also considerable variation between students. Discursive investigations of the affordances for learning arising in interactions indicate that in constructing and negotiating SSV, the students make use of a range of learning and communication strategies, which indicates their heightened level of SSV learning awareness.

This article discusses the role of English as a lingua franca in higher education and the strategies used to integrate an international dimension into education. It explores the tensions between marketization and inclusivity in higher education and the impact of language on educational justice. The article emphasizes the need for institutions to value linguistic diversity and move away from monolingual ideologies to create more inclusive environments. It also introduces a special issue that explores English as a lingua franca, multilingualism, and linguistic justice in higher education. The studies highlight the need for inclusive approaches to English as a medium of instruction, including the recognition of translanguaging. [Extracted from the article]

Apart from linguistic diversity and multilingualism, empirical research into diversity is only in its beginnings in the Austrian educational context. CLIL research, on the other hand, is well-established but has not tended to focus on pedagogical practices. This study explores teachers' and students' self-reported experiences in Austrian CLIL classrooms with regard to the phenomenon of diversity and the pedagogical practices addressing it. This mixed-methods study used the research instruments (questionnaires, interview guides) developed in the ADiBE project. Three Viennese secondary schools with two classes each participated in the study. In total, 132 students answered the questionnaires. Six focus group interviews with 6–8 participants were conducted (one for each participating class). Teacher questionnaires were distributed in but also beyond the participating schools (N = 30), and eight teachers from the participating schools were interviewed. With regard to the phenomenon of diversity as such, our results suggest a system-inherent ambivalence between segregation and egalitarianism. Concerning pedagogical practices during CLIL lessons, such as language scaffolding, learner-centred design or use of German, the responses of students and teachers show that different aspects of classroom reality carry different weight with the two groups of participants. [ABSTRACT FROM AUTHOR]

The rise of English-medium education has led to considerable academic interest in communicative practices in multilingual university settings. However, there is still little research into disciplinary knowledge construction in higher education contexts where English is the academic lingua franca. To address this gap, we embrace the central role of explaining in education by proposing Exploratory Interactive Explaining (EXINTEX) as an analytical tool, which identifies the elements of explanatory episodes in the joint development of disciplinary knowledge. We then apply this tool at the micro-level of interaction to two comparable contexts differentiated primarily by the presence or absence of a teacher. Our findings confirm the relevance and high level of educational success of EXINTEX episodes in both quantitative and qualitative terms. They further reveal the dynamic interplay of epistemic authority and engagement in the learning process. Additionally, they show how research into educational disciplinary discourse and English as a lingua franca in academic settings can complement and supplement each other. [ABSTRACT FROM AUTHOR]