Publications

Publications of the Project

  • Woltran, F., Hassani, S., & Schwab, S. (2024). German language support in Austria: feasibility, effectiveness and legitimacy from the perspective of public administration. Language and Education, 1–18. https://doi.org/10.1080/09500782.2024.2371403
  • Öztürk, N., Hassani, S., & Schwab, S. (2024). Insights into students’ experiences of social inclusion and exclusion during attending language pull-out classes. International Journal of Inclusive Education, 1-14. https://doi.org/10.1080/13603116.2024.2367537
  • Woltran, F., Hassani, S. & Schwab, S. (2023). Schooling of Refugee Students from Ukraine in Austria and its Risk for Creating Educational Inequity. Journal of Language, Identity and Education, https://doi.org/10.1080/15348458.2023.2275741
  • Schwab, S., Resch, K., Gitschthaler, M., Hassani, S., Latzko, D., Peter, A. & Walczuch, S. (2023): From policy to practice: how schools implement German language support policy in Austria. Current Issues in Language Planning, https://doi.org/10.1080/14664208.2023.2269726
  • Schwab, S. & Schweiger, H. (2023). Eminenzbasiert statt evidenzbasiert. Zur Erschaffung von Bildungsbarrieren am Beispiel der Deutschförderklassen. In: IDB (Hrsg.) (2023). Analysen zu Diskriminierung im österreichischen Bildungswesen. Bericht 2022. S. 52-60. https://diskriminierungsfrei.at/wp-content/uploads/2023/06/IDB_Jahresbericht-2022.pdf

 Results of the Online Survey (German)

Ergebnisse OnlineErhebung DFK Juni23.pdf

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Further Publications

  • Resch, K., Gitschthaler, M., & Schwab, S. (2023). Teacher’s perceptions of separate language learning models for students with immigrant background in Austrian schools. Intercultural Education, https://doi.org/10.1080/14675986.2023.2180487
  • Erling, E. J., Gitschthaler, M., & Schwab, S. (2022). Is segregated language support fit for purpose? Insights from German language support classes in Austria. European Journal of Educational Research, 11(1), 573-586. https://doi.org/10.12973/eu-jer.11.1.573
  • Gitschthaler, M., Erling, E. J., Stefan, K., & Schwab, S. (2022). Teaching Multilingual Students During the COVID-19 Pandemic in Austria: Teachers' Perceptions of Barriers to Distance Learning. Frontiers in Psychology, 13, 805530. https://doi.org/10.3389/fpsyg.2022.805530
  • Gitschthaler, M., Kast, J., Corazza, R, & Schwab, S. (2021a). Resources for Inclusive Education in Austria: An Insight into the Perception of Teachers. In J. Goldan, J. Lambrecht, & T. Loreman (Eds.), International Perspectives on Inclusive Education: Vol. 15. Resourcing Inclusive Education (pp. 67-88). Bingley: Emerald.
  • Gitschthaler, M., Kast, J., Corazza, R. & Schwab, S. (2021b). Inclusion of multilingual students-teachers’ perceptions on language support models. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2021.2011439
  • Kast, J. & Schwab, S. (2020). Teachers' and parents' attitudes towards inclusion of pupils with a first language other than the language of instruction. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2020.1837267