University of Vienna

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Work in Progress

  1. English-Medium Education in Multilingual University Settings (EMEMUS): website analysis

  2. Classroom discourse in English-medium education, focussing on exploratory interactive explaining (EXINTEX)

  3. CLIL learners at the upper secondary level developing subject-specific discourse practices, focussing on translanguaging and language related episodes

  4. English in Austria and how it is topicalised in newspaper discourse

Invited Talks (at conferences/symposia and as guest lecturer)

  1. “ROAD-MAPPING as a methodological tool for investigating English Medium Education in Internationalised Higher Education”. Plenary address at the 6th International ICLHE Conference; Castellon, Spain; 15-18 Oct. 2019.

  2. “Multilingual practices in EMI and the research potential of the ROAD-MAPPING framework”. Plenary address at the “EMI Practices in Europe” conference; Copenhagen, Denmark; 4-5 April 2019.

  3. “CLIL@HTL: Classroom practices and stakeholder beliefs”. Closing plenary at the Symposium on CLIL Teacher Wellbeing; Graz, Austria; 1 December 2018.

  4. “ROAD-MAPPING as a (re)framing tool for EMI interactional research“. Plenary address at the International Conference on Research in Multilingualism: Innovation and New Challenges; Oviedo; 14 March 2018.

  5. “Compulsory CLIL at Austrian technical colleges (‘HTL’): A multiple case study investigation of classroom practices”. Complutense University, Madrid, Spain; 19 Dec. 2017.

  6. „CLIL <-> Fachunterricht oder Sprachpraxis (Englisch und Deutsch): Ergebnisse einer angewandt linguistischen Untersuchung zum CLIL-Unterricht an HTLs“. Subplenary address at CLILVoc2017, CLIL for Vocational Schools & Colleges, 2. Österreichische BMHS CLIL Konferenz; Linz, Austria; 30 March 2017.

  7. “Going beyond ELF vs. EFL: Towards a multi-dimensional understanding of language in English-medium education in multilingual university settings”. Plenary address at the 9th ELF (English as a lingua franca) Conference, Lleida, Spain; 28 June 2016.

  8. “Teacher beliefs on EMI: the ‘why’, ‘what’ and ‘how’ of the ROAD-MAPPING framework”; and “Classroom discourse in EMI: On the dynamics of multilingual practices”. Waseda University, Tokyo, Japan; 26 & 27 Feb. 2016

  9. “Transculturality in English as a lingua franca: On developing an educational community of practice”. Guest talk given at the North-West University (Potchefsstroom Campus), South Africa; 13 Aug. 2015

  10. “English-medium education: On plurilingual practices in an international classroom”. Invited talk at the 1-day symposium on “Conceptualising language in EMI: studies from international universities in Europe and Asia”, University of Southampton, England; 4 June 2015.

  11. Invited discussant to the Round Table on “Higher education as a multilingual and multicultural space”; annual conference of AESLA (Spanish Association of Applied Linguistics) Madrid, 16-18 April 2015.

  12. “Sprache(n) in der „internationalen Universität”: ‘ROAD-MAPPING’ English-medium education in multilingual university settings.” Interdisziplinärer Methodenworkshop im Rahmen des Projekts VAMUS; University of Innsbruck, 24-26 Sept. 2014.

  13. “English-medium education: Plurilingual and intercultural practices in multilingual university settings”, plenary address at the 13th Conference of the European Confederation of Language Centres in Higher Education; Fribourg, Switzerland, 4-6 Sept. 2014.

  14. “English-medium education in multilingual university settings: A sociolinguistic examination of interactive explaining in the classroom”; Institute for Language and Culture; University of Southampton, UK; 19 February 2014.

  15. “Interactive explaining in the international classroom: a micro-level analysis of English as a lingua franca (ELF) practices over time”; 6th International Conference on English as a Lingua Franca; Rome, Italy; 4-7 Sept 2013.

  16. “Integrating Content and English as a lingua franca (ICELF): on an implicit approach to English-medium teaching in higher education”; Centre for Applied Language Studies; Jyväskylä, Finland; 12 February 2013.

  17. Invited discussant on the Round Table on “Teaching in English? Preconditions, Advantages, Problems”; University of Vienna, Austria; 25 Jan. 2013.

  18. “English-medium teaching in higher education: a language policy account of possibilities, problems and potentials”; University of Applied Sciences Joanneum, Kapfenberg, Austria; 23 November 2012.

  19. “CLIL (Content and Language Integrated Learning): eine sprachenpolitische Analyse”; Department of German Studies, Salzburg, Austria; 29 October 2012.

  20. “Transculturality in English as a lingua franca. On developing an educational community of practice”; Department of Linguistics, University of Stellenbosch, South Africa; 8 August 2012.

  21. “Student learning in ‘ICELF’ (Integrating Content and English as a lingua franca): on an implicit approach to English medium teaching”; ICLHE Symposium; Gothenburg, Sweden; 18-20 June 2012.

  22. “ICLHE in the making – the methodological need and conceptual impact of longitudinal research”; 1st symposium of the ConCLIL project; Jyväskylä, Finland; 1-2 Feb. 2012.

  23. “Multilingualism and European educational language policy: a critical account of Content and Language Integrated Learning (CLIL)”; Summer School; Madrid, Spain; 4 July 2011.

  24. “Multilingualism and European educational language policy: a critical account of Content and Language Integrated Learning (CLIL)”; BAAL/CUP Symposium: Multilingualism in Education, University of Southampton, England; 20 May 2011.

  25. “Unterricht auf Englisch als Lingua Franca: Chancen und Auswirkungen für tertiäre SprachRäume“; annual conference of GAL (German Applied Linguistics Association), Leipzig, Germany; 16 Sept. 2010.

  26. “English as a lingua franca (ELF) in the tertiary classroom”; Department of Linguistics, University of Stellenbosch, South Africa; 4 Aug. 2010.

  27. “Talking knowledge into being: a longitudinal perspective on a tertiary CLIL class”; Seminar on “Discourse and learning in different context”; Castellon, Spanien;11 Nov. 2009.

  28. “Applying a genre approach to teaching ESP” (workshop, co-presented); CELT Conference on “Bridging the Gap between Theory and Practice; Vienna, Austria; 26-28 Feb. 2009.

  29. “Multilingualism and English – the lingua franca concept in language description and language learning pedagogy”; Symposium on Multilingualism and Communication; Vienna, Austria; 30 Sept. 2005.

  30. “Europäische Sprachenentwirrungen” (interview and discussion); Symposium of the Austrian Institute for Regional Studies and Spatial Planning; Salzburg, Austria; 16 Oct. 2003.

  31. "Language attitudes and social change – the changing of standard South African English"; Colloquium on attitude research in sociolinguistics and related disciplines; Heidelberg, Germany; 23 April 1999.

  32. "Meaning in interaction" (workshop);"Verband Wiener Volksbildung", Vienna, Austria; 19 April 1997.

  33. "Attitudes towards English in South Africa at the time of sociopolitical change" and "Investigating language attitudes: Can language attitudes ever be investigated?"; Linguistics Department, UNISA, South Africa; 27-28 July 1995.

Books (monographs)

  1. Dafouz, Emma and Ute Smit 2020 (appearing Sept. 2019). ROAD-MAPPING English Medium Education in the Internationalised University.

  2. Palgrave Pivot.

    ROAD-MAPPING English Medium Education in the Internationalised University

  3. Smit, Ute. 2010. English as a Lingua Franca in Higher Education: A Longitudinal Study of Classroom Discourse (Trends in applied linguistics 2). Berlin: Mouton de Gruyter.

  4. Smit, Ute. 1996. A New English for a New South Africa? Language Attitudes, Language Planning and Education. (Austrian studies in English 83). Vienna: Braumüller.

Edited volumes

  1. Nikula, Tarja, Emma Dafouz, Patricia Moore and Ute Smit (eds.). 2016. Conceptualising integration in CLIL and multilingual education. Bristol, England: Multilingual Matters.

  2. Dannerer, Monika and Ute Smit (eds.) 2014. CLIL. Moderne Sprachen 58: 149-205.

  3. Smit, Ute and Emma Dafouz (eds.) 2012. Integrating Content and Language in Higher Education: Gaining Insights into English-Medium Instruction at European Universities. AILA Review 25.

  4. Dalton-Puffer, Christiane, Tarja Nikula and Ute Smit (eds.) 2010. Language Use and Language Learning in CLIL Classrooms (AILA applied linguistics series 7). Amsterdam: Benjamins.

  5. Smit, Ute and Christiane Dalton-Puffer (eds.) 2010. Current Research on CLIL 3. Vienna English Working Papers (VIEWS) 19.

  6. Dalton-Puffer, Christiane and Ute Smit (eds.) 2007. Empirical Perspectives on CLIL Classroom Discourse (Sprache im Kontext 26). Frankfurt: Lang.

  7. Smit, Ute, Stefan Dollinger, Julia Hüttner, Gunther Kaltenböck and Ursula Lutzky (eds.) 2007. Tracing English Through Time. Explorations in Language Variation. Vienna: Braumüller.

  8. Smit, Ute and Christiane Dalton-Puffer (eds.) 2007. Current Research on CLIL 2. Vienna English Working Papers (VIEWS) 16.

Articles in periodicals (peer-reviewed)

  1. Rieder-Bünemann, Angelika, Julia Hüttner, and Ute Smit. 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. DOI: 10.1075/jicb.17029.rie

  2. Dafouz, Emma, Julia Hüttner and Ute Smit. 2018. New context, new challenges: Oral disciplinary language development in English Medium Instruction (EMI) and its implications for teacher education. TESOL Quarterly 52/3: 540-563.

  3. Hüttner, Julia and Ute Smit. 2017. Negotiating political positions: subject-specific oral language use in CLIL classrooms. International Journal of Bilingualism and Bilingual Education. DOI: 10.1080/13670050.2017.1386616

  4. Dafouz, Emma and Ute Smit. 2016. Towards a dynamic conceptual framework for English-medium education in multilingual university settings. Applied Linguistics 37(3): 397–415. DOI: 10.1093/applin/amu034

  5. Hüttner, Julia, and Ute Smit. 2014. CLIL (Content and Language Integrated Learning): The bigger picture: A response to: A. Bruton. 2013. CLIL: Some of the reasons why … and why not. System 41 (2013): 587-597. System 44: 160–167. DOI: 10.1080/13670050.2017.1386616

  6. Smit, Ute. 2013. Learning affordances in ‘ICELF’ (Integrating Content and English as a lingua franca): on an implicit approach to English medium teaching. Journal of Academic Writing 3(1): 15-30.

  7. Dalton-Puffer, Christiane and Ute Smit. 2013. Content and language integrated learning: a research agenda. Language Teaching 46/4: 545-559.

  8. Hüttner, Julia, Christiane Dalton-Puffer and Ute Smit. 2013. The power of beliefs: lay theories and their influence on the implementation of CLIL programmes. International Journal of Bilingual Education and Bilingualism 16/3: 267-284.

  9. Smit, Ute and Emma Dafouz. 2012. Integrating content and language in higher education: An introduction to English-medium policies, conceptual issues and research practices across Europe. In Ute Smit and Emma Dafouz (eds.) Integrating Content and Language in Higher Education: Gaining Insights into English-Medium Instruction at European Universities. AILA Review 25: 1–12.

  10. Smit, Ute. 2010. Conceptualising English as a lingua franca (ELF) as a tertiary classroom language. Stellenbosch Papers in Linguistics 39: 59–74.

  11. Dalton-Puffer, Christiane, Julia Hüttner, Veronika Schindlegger and Ute Smit. 2009. Technology-geeks speak out: What students think about vocational CLIL. International CLIL Research Journal 1: 20c.

  12. Hüttner, Julia, Ute Smit and Barbara Mehlmauer-Larcher. 2009. ESP teacher education at the interface of theory and practice: Introducing a model of mediated corpus-based genre analysis. System 37: 99–109.

  13. Verhoef, Marlene and Ute Smit. 2003. Global norms and local requirements for Black South African English ('BSAE')? A pilot study of teachers' assessment and perceptions of learner texts. Southern African Linguistics and Applied Language Studies 21: 153–168.

  14. Smit, Ute. 2002. The interaction of motivation and achievement in advanced EFL pronunciation learners. IRAL - International Review of Applied Linguistics in Language Teaching 40/2: 89-115.

  15. Smit, Ute. 2000 (publ. 2001). Investigating Black South African English in the new millennium: on the potential and problems of language attitude research. South African Journal of Linguistics 38: 133–148.

  16. Smit, Ute and Christiane Dalton-Puffer. 2000. Motivational patterns in advanced EFL pronunciation learners. IRAL - International Review of Applied Linguistics in Language Teaching 38: 229–246.

  17. Verhoef, Marlene and Ute Smit. 2000 (publ. 2001). Socio-political correspondences between BEV and BSAE: lessons from the U.S. experience. South African Journal of Linguistics 38: 149–162.

  18. Dalton-Puffer, Christiane, Gunther Kaltenböck and Ute Smit. 1997. Language attitudes and L2 pronunciation: a case study among Austrian university students of English. World Englishes 16: 115–128.

  19. Smit, Ute. 1996. South African English in the 1990s: a field study on status, roles and attitudes. English World-Wide 17: 77–109.

  20. Smit, Ute. 1996. Who speaks like that? Accent recognition and language attitudes. South African Journal of Linguistics 14: 100–107.

  21. Smit, Ute. 1994. Investigating language attitudes as a basis for formulating language policies – a case study. Southern African Linguistics and Applied Language Studies 3: 23–35.

Articles in edited volumes (peer-reviewed)

  1. Dalton-Puffer, Christiane, Julia Hüttner and Ute Smit. accepted. From voluntary to obligatory CLIL in upper secondary technical colleges: Teacher and student voices from a diverse landscape. In Talbot, Kyle; Sarah Mercer, Marie-Theres Gruber & Rieko Nishida (eds.) The psychological experience of integrating language and content: Teacher and learner perspectives. Bristol: Multilingual Matters.

  2. Smit, Ute and Marlene Schwarz. in print. English in Austria: policies and practices. In: Hickey, Raymond (ed.) English in German-speaking Europe. Cambridge. Cambridge University Press, 294-314.

  3. Smit, Ute. 2019. Classroom discourse in EMI: on the dynamics of multilingual practices. In Kumiko Murata (ed.) Exploring ELF in EMI Settings in Higher Education. London & New York: Routledge, 99-123.

  4. Smit, Ute. 2018. Beyond monolingualism in higher education: a language policy account". In: Jenkins, Jennifer; Baker, Will; Dewey, Martin (eds.). The Routledge handbook of English as a lingua franca. London & New York: Routledge, 387–399.

  5. Smit, Ute and Thomas Finker. 2018. CLIL in Austrian technical colleges (HTL): An analysis of classroom practices based on systematic video-based lesson observations. In Monika Dannerer & Peter Mauser (eds.). Fomen der Mehrsprachigkeit in sekundären und tertiären Bildungskontexten. Verwendung, Rolle und Wahrnehmung von Sprachen und Varietäten. Tübingen: Stauffenburg, 229-246.

  6. Dafouz, Emma and Ute Smit. 2017. A sociolinguistic examination of the multifaceted Roles of English in English-medium education in multilingual university settings. In Ana Llinares & Tom Morton (eds.) Applied Linguistics Perspectives on CLIL. Amsterdam/Philadelphia: John Benjamins, 287-306. DOI 10.1075/lllt.4717daf.

  7. Dalton-Puffer, Christiane and Ute Smit. 2016. Content and Language Integrated Learning and ELF. In Marie-Luise Pitzl and Ruth Osimk-Teasdale (eds.). English as a lingua franca: Perspectives and prospects. Contributions in honour of Barbara Seidlhofer. Berlin: Mouton, 235-244.

  8. Dafouz, Emma, Julia Hüttner and Ute Smit. 2016. University Teachers’ Beliefs of Language and Content Integration in English-Medium Education in Multilingual University Settings. In Tarja Nikula et al (eds.). Conceptualising integration in CLIL and multilingual education. Bristol, England: Multilingual Matters, 123-143.

  9. Smit, Ute. 2015. CLIL und der tertiäre Sektor: eine kritische Bestandsaufnahme. In Bernd Rüschoff, Julian Sudhoff & Dieter Wolff (eds.). CLIL Revisited: Eine kritische Analyse des gegenwärtigen Standes des bilingualen Sachfachunterrichts. Peter Lang, 75-98.

  10. Smit, Ute. 2012. ELF and its role in integrating content and language in higher education: A longitudinal study of question-initiated exchanges. In Eva Alcón Soler and Maria P. Safont Jordà (eds.) Discourse and Language Learning across L2 Instructional Settings (Utrecht Studies in Language and Communication 24). Amsterdam, New York: Rodopi, 155–186.

  11. Hüttner, Julia and Ute Smit. 2011. Developing student teachers' 'pedagogical content knowledge' in English for Specific Purposes: The ‘Vienna ESP approach’. In Julia Hüttner, Barbara Mehlmauer-Larcher, Susanne Reichl and Barbara Schiftner (eds.) Theory and Practice in EFL Teacher Education : Multilingual Matters, 164–185.

  12. Dalton-Puffer, Christiane, Tarja Nikula and Ute Smit. 2010. Charting policies, premises and research on Content and Language Integrated Learning. In Christiane Dalton-Puffer, Tarja Nikula and Ute Smit (eds.) Language Use and Language Learning in CLIL Classrooms (AILA applied linguistics series 7). Amsterdam: Benjamins, 1–19.

  13. Dalton-Puffer, Christiane, Tarja Nikula and Ute Smit. 2010. Language use and language learning in CLIL: Current findings and contentious issues. In Christiane Dalton-Puffer, Tarja Nikula and Ute Smit (eds.) Language Use and language learning in CLIL Classrooms (AILA applied linguistics series 7). Amsterdam: Benjamins, 279–291.

  14. Smit, Ute. 2010. CLIL in an ELF classroom: on explaining terms and concepts interactively. In Christiane Dalton-Puffer, Tarja Nikula and Ute Smit (eds.) Language Use and Language Learning in CLIL Classrooms (AILA applied linguistics series 7). Amsterdam: Benjamins, 259–277.

  15. Smit, Ute. 2009. Emic evaluations and interactive processes in a classroom community of practice. In Anna Mauranen and Elina Ranta (eds.) English as a Lingua Franca: Studies and Findings. Cambridge: Cambridge Scholars Publishing, 200–224.

  16. Smit, Ute. 2007. ELF (English as a lingua franca) as medium of instruction – interactional repair in international hotel management education. In Christiane Dalton-Puffer and Ute Smit (eds.) Empirical Perspectives on CLIL Classroom Discourse (Sprache im Kontext 26). Frankfurt: Lang, 227–252.

  17. Smit, Ute. 2007. Writing in English as a lingua franca (ELF) in international higher education. In Robert Wilkinson and Vera Zegers (eds.) Researching Content and Language Integration in Higher Education. Nijmegen: Valkhof Pers, 207–222.

  18. Smit, Ute and Julia Hüttner. 2006. Das Potenzial fachsprachenspezifischer Minikorpora. Analyse und Evaluierung einer innovativen Lehrveranstaltung im Rahmen der Lehramtsausbildung Englisch. In Bernhard Kettemann and Georg Marko (eds.) Planing, Gluing and Painting Corpora: Inside the Applied Corpus Linguist's Workshop (Sprache im Kontext 24). Frankfurt: Lang, 233–256.

  19. Smit, Ute. 2000. Ethnolinguistic identity as common denominator: a socio-historical investigation of the lexical items for 'people' in South African English. In Dieter Kastovsky and Arthur Mettinger (eds.) The History of English in a Social Context: A Contribution to Historical Sociolinguistics. Berlin: Mouton de Gruyter, 377–403.

  20. Smit, Ute. 2000. Language attitudes and social change – the changing of standard South African English. In Szilvia Deminger, Thorsten Fögen, Joachim Scharlothand Simone Zwickl (eds.) Einstellungsforschung in der Soziolinguistik und Nachbardisziplinen: Studies in Language Attitudes. Frankfurt: Lang, 83–97.

  21. Smit, Ute. 1998. South African English lexemes for South African – a case in point for a developing multicultural standard of English. In Hans Lindquist, Staffan Klintborg, Markus Levin and Maria Estling (eds.) The Major Varieties of English: Papers from Maven 97 Växjo 20-22 November 1997 (Acta Wexionensia / Humaniora 1). Växjö: Univ., 79–92.