Variation theory in Austrian initial EFL teacher education: potentials and challenges

Abstract

Purpose

The purpose of this paper is to scrutinise the potentials and challenges of variation theory when adopting learning study in Austrian initial EFL (English as a Foreign Language) teacher education.

Design/methodology/approach

Based on a hermeneutic and epistemological approach, projects, and publications employing variation theory in the context of EFL are critically evaluated.

Findings

Variation theory and learning study turn out to have great potential for EFL teaching and learning in Austria. However, three critical issues need further conceptual and empirical research before new learning cycles can be implemented and evaluated: the object of learning, the SLA-variation theory interface, and the roles of variation theory on different educational levels.

Originality/value

By identifying and discussing important critical issues within the current practice of variation-theory-oriented EFL teaching, this study could lead to further theoretical and empirical deliberations in various areas of modern language teaching. This in turn could help pave the way for both the development of theoretical underpinning and methodological refinement, ultimately fostering international co-operations in implementing learning cycles.

Citation

Gierlinger, E.M., Spann, H. and Wagner, T. (2016), "Variation theory in Austrian initial EFL teacher education: potentials and challenges", International Journal for Lesson and Learning Studies, Vol. 5 No. 2, pp. 130-141. https://doi.org/10.1108/IJLLS-12-2015-0045