Sprache(n) in pädagogischen Settings

Sprache im Kontext / Language in Context assembles contributions from the field of Applied Linguistics, construed as a problem oriented, socially rooted, critical form of linguistics. At the focus of analysis is language (use) in the context of social and political processes and discourses. The contributions of the series provide critical analyses and potential solutions, and they engage in discursive negotiations. Particularly (though not exclusively) the following topics are covered by the series:
Language use in politics Language policy and linguistic rights Language (use) in organizations and institutions Migration, globalization and multilingualism Language teaching and learning in formal and informal contexts Language use in the classroom Language teaching methodology Language perception, language ideologies and metapragmatic discourse Language, social inequality and discrimination Language and/as empowerment Language and gender Mediality, multimodality and materiality of communication
Drawing on a dynamic and interactional notion of context, Sprache im Kontext / Language in Context also means that language and language use are themselves a constitutive part of context (i.e., they are contextualizing factors). The series thus collects particularly monographs and collected volumes that demonstrate how language and language use (as practice or object of discourse) are part and motor of social and political processes, and how it frames (and delimits) the agency and action of social actors.
Advisory Board
Marietta Calderón Tichy (Salzburg, Austria)
Rudolf de Cillia (Vienna, Austria)
Ursula Doleschal (Klagenfurt, Austria)
Helmut Gruber (Vienna, Austria)
Barbara Hinger (Graz, Austria)
Ulrike Jessner (Innsbruck, Austria)
Sabine Lehner (Vienna, Austria)
Benedikt Lutz (Krems, Austria)
Heike Ortner (Innsbruck, Austria)
Hermine Penz (Graz, Austria)
Marie-Luise Pitzl (Vienna, Austria)
Claudia Posch (Innsbruck, Austria)
Martin Stegu (Vienna, Austria)
Ruth Wodak (Lancaster, UK and Vienna, Austria)
Judith Kainhofer, Pädagogische Hochschule Salzburg, Österreich; Michaela Rückl, Paris Lodron Universität Salzburg, Österreich.