Research

Angelovska, Tanja (2026): The Role of Context in L2 Processing and Acquisition of (Morpho-)syntax. A Psycholinguistic Perspective with Implications for L2 Instruction. In Clare Wright, Pauliina Peltonen, Thorsten Piske, and Anja Steinlen (eds.), *Context Matters in SLA*. Bristol: Multilingual Matters.

Schaipp, Katrin / Angelovska, Tanja (2026): Teacher Decision-Making in Multilingual EFL Task Selection. Evidence from Scenario-Based Concurrent Think-Aloud Protocols. Education Sciences, 16(9), 1459.

Teachers in increasingly multilingual EFL classrooms must select tasks that align with language-learning evidence, learner diversity, and classroom feasibility. Yet we know comparatively little about the real-time criteria teachers use when choosing between task options that differ in their multilingual pedagogical affordances. This exploratory qualitative study used concurrent think-aloud protocols to examine EFL teachers’ reasoning in action during task selection. Ten secondary-school EFL teachers from southern Germany and Austria evaluated eight paired task scenarios, each presenting two options that differed in their potential to leverage learners’ multilingual repertoires—for example, through cross-linguistic comparison and support for form–meaning mapping. Transcripts were coded using an iterative scheme that captured methodological orientation, language-related considerations (learner repertoire, teacher language competence, and languages involved), perceived cognitive manageability, and feasibility concerns. Teachers’ selections were analyzed in terms of their alignment with the option classified by the authors as having higher multilingual pedagogical affordances, rather than as objectively “correct” versus “incorrect” choices. Cross-case analyses indicate that decisions clustered around recurring constraints between perceived clarity and manageability, target-language-only norms, and openness to multilingual mediation. The findings provide a process-oriented account of teachers’ decision-making in multilingual task selection and identify patterns of reasoning that may limit the adoption of multilingual pedagogical opportunities in everyday EFL instruction. By applying concurrent think-alouds to scenario-based task selection, we identify three recurring factors influencing decision-making (manageability filtering, target-language legitimacy norms, rule-first “teachability” cues) that appeared to constrain the adoption of multilingual tasks in the present scenario-based protocols, whose process-oriented account of teacher reasoning is the primary focus of the project, while the methodological and practical implications are secondary.

Benati, Alessandro G. / Angelovska, Tanja (2026): Second Language Acquisition: A Theoretical Introduction to Evidence-Based Language Teaching (2nd ed.). London: Bloomsbury Academic.

Now fully revised and expanded, this reader-friendly introduction to second language acquisition provides an overview of second language acquisition research and theories by identifying the main issues in this field and highlighting the relevance of this research for classroom practice.The authors demystify the complexity of second language acquisition research and theory to provide a basic account of its main strands, emphasizing the crucial interplay between how people learn languages and what is the most effective way to teach languages. Each chapter, organized by topic, includes the following sections: key concepts in the chapter; key thinkers; key evidence; key terms; key implications for SLA and teaching; and key activities and readings.

Features of the second edition include:
- A new chapter exploring the nature and role of explicit and implicit knowledge in second language acquisition
- A new chapter on the role of the first language in second language acquisition
- Updated and expanded coverage of topics throughout, including theoretical and empirical perspectives and “real-world applications”
- Updated references and glossary
- New online resources offering additional support for teachers and students.

Readers are encouraged to critically reflect on the presented content through self-directed thinking activities in the form of questions, matching exercises, choices, and conclusions about the implications of SLA theories for real-world applications.

Stefanie Kreuzer and Caroline Frank (eds.): Classics of Austrian Literature. A Literary-Historical Journey Through Individual Text Analyses: Würzburg: Königshausen & Neumann 2026.

The volume Classics of Austrian Literature presents a literary-historical spotlight on Austrian literature from the 19th to the 21st century. Through exemplary analyses of individual texts , the book takes readers on a journey through literary history . Important texts by significant authors are presented and analyzed from various perspectives. Epic, lyrical, and dramatic texts are collected in chronological order. These are by Raimund, Grillparzer, Stifter, Ebner-Eschenbach, Andrian, Beer-Hofmann, Rosegger, Kubin, Rilke, Hofmannsthal, Meyrink, Trakl, Kraus, Kafka, Schnitzler, Horváth, Musil, Perutz, Canetti, Werfel, Zweig, Aichinger, Doderer, Haushofer, Bayer, Handke, Jandl, Wiener, Bachmann, Rosei, Jelinek, Bernhard, Ransmayr, Hackl, Streeruwitz, Geiger, Kehlmann, and Glavinic. There is also a side note on Vienna in film around 1930. The majority of the contributors are based at German universities and thus offer an “outside” perspective on the Austrian “classics” and their canonization.

The volume includes contributions by Caroline Frank, Stefan Greif, Urte Helduser, Stefan Höltgen, Stefanie Kreuzer, Urania Milevski, Birgit Nübel, Helmut Scheuer, Stefan Tetzlaff, and Andreas Wicke, among others.

Peter Hofmann / Natascha Raue (eds.) (2026): Quotation Unbound – Bridging the Divide Across Quotation Types. Special issue of the SKASE Journal of Theoretical Linguistics 23(2).

The special issue “Quotation Unbound – Bridging the Divide Across Quotation Types” is dedicated to various forms of quotation and speech reporting—from direct and indirect speech to mixed quotation, scare quotes, and free indirect speech. The focus is on the question of which common linguistic and pragmatic mechanisms underlie these forms and how their differences can be captured both theoretically and empirically.

Further information can be found here.

Gómez, Liliana / Brust, Alexander (eds.), Arts and Extractivism in the Global Present, Routledge, New York, 2026.

Through the lens of contemporary art, this book focuses on social ecologies and those spaces that are characterized, on the one hand, by a high degree of biodiversity and, on the other, by a long history of the extraction of resources, (neo)colonial relationships, and extractivism.

Contributors discuss the importance of ignored knowledge practices and systems as well as alternative designs of the world that reach beyond simply thinking about progress. Chapters posit that contemporary art and ethnographic objects reflect extractive practices and the potential for regeneration in very different ways. In dialog with one another, both art and the ethnographic object reveal alternative perspectives of agency, critical historiographies, and possible forms of living together in a new way. Foregrounding emerging environmental aesthetics, the book also critically engages the historical documents and artifacts collected by museums that bear witness today to knowledge gaps and the politics of resource transfer.

The book will be of interest to scholars working in art history, environmental humanities, ecocriticism, ethnology, exhibition, and museum studies.

David Römer / Steffen Pappert / Kersten Sven Roth (eds.): Zivilgesellschaftliche Linguistik . Hamburg: Buske (Language - Politics - Society 36), 2025.

Without a deeper understanding of language, social reality and relationships cannot be described. This volume documents the development of linguistics dedicated to the public use of language and provides theoretical, methodological and empirical insights into the study of social discourse.