Biographical Information

Date of birth 18/01/1983

Dominik Rumlich studied English and Geography at the University of Duisburg-Essen and at Waikato University in Hamilton, New Zealand, and completed a teacher's degree for German secondary schools (Gymnasium/Gesamtschule). Due to his outstanding results he was acknowledged as the best graduate by the Zentrum für Lehrerbildung of the University of Duisburg-Essen in Summer 2009.
    During his time as a student, he worked as a tutor in the field of statistics (Department of Geography) as well as English linguistics and literature (Institute of Anglophone Studies). Furthermore, he was employed as a student assistant in the Department of Research on Learning and Instruction at the Ruhr-Universität Bochum; he was involved in several projects on science teaching and, on behalf of the North-Rhine Westphalian Ministry of Education, also conducted some of the PISA tests in the year 2006.
    If he's not busy working, he dedicates a lot of his time to table tennis (as player and coach) and badminton, reading, catching up with friends and travelling with a particular preference for the USA and New Zealand.

Areas of teaching and research

At present, Dominik Rumlich teaches in the fields of EFL-Methodology with a particular focus on the areas of CLIL, quantitative research methods and statistics, assessment, language learning theories and processes as well as individual learner characteristics. Furthermore, he offers courses on the language and culture of Aotearoa, New Zealand.
     He is currently involved in multiple research projects and in charge of a multi-method study on "The school book 2.0". His large-scale PhD project DENOCS* (Development of North Rhine-Westphalian CLIL Students) will provide the backbone for his PhD thesis with the provisionary title "The effects of CLIL under scrutiny: A comprehensive analysis of students' affective-attitudinal and foreign language development". In his longitudinal, two-year quasi-experimental study of 1,275 learners, he compares the development of both CLIL and non-CLIL students' with respect to their linguistic proficiency in written English, their cognitive skills, academic self-concept, attitudes, interest, motivation, exposure to English outside the school walls and many other factors. He measures the students at the end of grade 6, i.e. right before CLIL classes set in and after the preparatory phase with two additional English lessons for the future CLIL students. This is the basis in relation to which the same students are examined again at the end of grade 7 and 8.
     One of Dominik Rumlich's major interests lies in the examination of the so-called "creaming effect": Whether or not a child joins the CLIL strand at a certain school is based on a decision involving parents, teachers and the child. This decision is presumably influenced by factors such as children's primary school grades, their motivation, cognitive skills and maturity - leading to CLIL classes, in which students' proficiency is higher from the start and paired with more favourable language learning dispositions than in non-CLIL classes. Such a "head start" of the CLIL students, which is also influenced by the preparation of the future CLIL students with the help of two additional lessons of English in years 5 and 6,  is bound to have affected the oucomes of previous studies where data was collected only once and needs to be taken out of the equation to perform an unbiased evaluation of the effects of CLIL teaching.

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* Acknowledgements: DENOCS is financially supported by the Zentrum für Empirische Bildungsforschung (ZEB) at the University of Duisburg-Essen and the Deutsche Gesellschaft für Fremdsprachenforschung (Forschungsfonds). More importantly, it could only be realised due to the great support of a large number of people inside and outside the Department of Anglophone Studies, for which the author is utmost grateful.

Publications

Rumlich, D. (forthcoming). Students’ general English proficiency prior to CLIL: Empirical evidence for substantial differences between prospective CLIL and non-CLIL students in Germany. In S. Breidbach & B. Viebrock (Eds.) CLIL: Research, Policy and Practice. Frankfurt am Main: Lang.

Rumlich, D. (forthcoming). The benefits of comics for language learning at the lower secondary level: A practical approach. In C. Ludwig & F. E. Pointner (Eds), Teaching comics in the foreign language classroom. Heidelberg: Winter.

Rumlich, D. (2012). (Sprach-)Tests in der Praxis: Die Studie „Development Of North Rhine-Westphalian CLIL Students“ (DENOCS). In S. Doff (Ed.), Fremdsprachenunterricht empirisch erforschen. Grundlagen - Methoden - Anwendung (pp. 169-178). Tübingen: Narr.

Rumlich, D. (2012). The effects of CLIL: Students’ linguistic accuracy in relation to internal and external learner variables. In S. Kersten, C. Ludwig, D. Meer & B. Rüschoff (Eds), Language Learning and Language Use - Applied Linguistics Approaches – Selected Papers from the 3rd Junior Research Meeting of Applied Linguistics (pp.115-127). Duisburg: Universitätsverlag Rhein Ruhr.

Rumlich, D. (2008). Learning English - The reading performance of a Japanese ‘SUE' (successful user of English). Working Papers in Applied Linguistics, 10, 25-40. Hamilton, New Zealand: University of Waikato, Department of General and Applied Linguistics.

Academic activities and memberships

• Study "Development of North-Rhine Westphalian CLIL Students" (DENOCS): A large-scale longitudinal and quasi-experimental study (PhD study) on the development of secondary students under the influence of CLIL (N=1.275; see above for details)
• Study "The school book 2.0": large-scale study on technology-enhanced language learning and its potential implementation in school books
• Planning and organisation of the symposium "Endspurt für Dis(s)orientierte" from 4-5 January, 2013, at Goethe-Universität Frankfurt (together with Laura Armbrust; funded by DGFF and Freunde und Förderer der Universität Frankfurt; see the Homepage of the Goethe-Universität Frankfurt and Zeitschrift für Fremdsprachenforschung, 23(2), p.281-284)
• Planning and organisation of the summer course "CLIL/Bilingualer Sachfachunterricht in Theorie und Praxis. Sommerschule für italienische Deutschlehrer" from 16-27 July, 2012, at the University of Duisburg-Essen (together with D. Wolff, B. Rüschoff, J. Sudhoff, M. Hempel & F. Matz)
• Session chair: "CLIL 2013: Modernizing Educational Practice" (Ustroń, Poland, 4-6 April, 2013)
• Reviewer for The Language Learning Journal (Taylor & Francis)
• Guest lectures/lectureships (Fort Hays State University in Hays, KS [USA], Goethe Institute in Nowosibirsk [RU], University of Antwerp [BE], University of Bayreuth [GER])
• Erasmus staff mobility (University of Eastern Finland [FI], Edge Hill University [UK], Uppsala University [SE])
• Examiner (oral and written state examinations)
• Member of the "Prüfungsausschuss der Fakultät für Geisteswissenschaften"
• Member of the GAL (Gesellschaft für Angewandte Linguistik)
• Member of the DGFF (Deutsche Gesellschaft für Fremdsprachenforschung)
• Excursion to the USA and Canada (summer 2012): Experiencing the Midwest (together wih A. von Wald)

Presentations, workshops and guest lectures

Rumlich, D. (2013). The results of a large-scale study on the effects of German CLIL programmes and their implications for research. WOT Linguistics Seminar at the Vrije Universiteit Brussel, Belgium, 6 May.

Rumlich, D. (2013). The development of CLIL and non-CLIL students’ interest in learning English: Findings from the large-scale longitudinal study DENOCS. Presentation in the "CLIL Research Symposium" organised by R. de Graaff and U. Smit on behalf of the AILA CLIL Research Network at the conference "CLIL 2013: Modernizing Educational Practice" in Ustroń, Poland, 4-6 April. For an adapted version of the powerpoint presentation, please click here.

Rumlich, D. (2013).In search of CLIL effects: Results from a large-scale longitudinal study on CLIL and non-CLIL students’ academic self-concept. Presentation at the conference "CLIL 2013: Modernizing Educational Practice" in Ustroń, Poland, 4-6 April.

Rumlich D. (2013). Die Prinzipien des Content and Language Integrated Learning und die Gestaltung sachfachlichen Geographieunterrichts in der Fremdsprache Deutsch. Two workshops for Russian teachers of German at the Goethe-Institute in Nowosibirsk, Russia,  22-24 March.

Rumlich, D. (2013). Den Geheimnissen des Lernerfolgs auf der Spur: Die Entwicklung von allgemeiner Sprachkompetenz, Interesse und Selbstkonzept unter dem Einfluss des bilingualen Sachfachunterrichts in Englischer Sprache. Presentation at the 1. Tagung der Gesellschaft für empirische Bildungsforschung in Kiel, Germany, 11-13 March.

Rumlich, D. (2013). Auswirkungen des bilingualen Sachfachunterrichts auf die (fremdsprachlichen Kompetenzen der)
teilnehmenden Schüler. Presentation at the Nachwuchstagung der Gesellschaft für empirische Bildungsforschung in Kiel, Germany, 10-11 March.

Rumlich, D. (2013). Eine quantitative Längsschnittanalyse der fremdsprachlichen Entwicklung von SchülerInnen
im bilingualen Sachfachunterricht. Presentation at the “Kolloquium der Lehr-Lernforschung und der Pädagogischen Psychologie” in Bochum, Germany, 15 January.

Rumlich, D. (2012). CLIL and non-CLIL students' interest and motivation prior to CLIL classes: Comparing apples with pears?. Presentation at the “Young Researchers Conference” of the DGFF in Jena, Germany, 4-5 October.

Rumlich, D., & Sudhoff, J. (2012). Kompetenzorientierung in der Lehreraus- und -fortbildung. Presentation at the Fachtagung "Kompetenzorientierung im bilingualen Unterricht der Sekundarstufe I" organised by the Ministeriums für Schule und Weiterbildung des Landes NRW. Cologne, 22 September.

Bakker, S., & Rumlich, D. (2012). Neue Wege der Leistungsbewertung. Diskussionsforum at the GMF-Bundeskongress "Lernerautonomie im Fokus: Kompetenzorientierung, Differenzierung und Handlungsorientierung" Essen, 13.-15. September.

Rumlich, D. (2012). Die Erstellung und Bewertung von Tests und Klausuren: Praktische Hilfen für den alltäglichen Testmarathon. Presentation at the GMF-Bundeskongress "Lernerautonomie im Fokus: Kompetenzorientierung, Differenzierung und Handlungsorientierung" Essen, 13-15 September.

Rumlich, D. (2012). Leistung und ihre Bewertung im CLIL-Unterricht: Einführung in die Leistungsbewertung (1. Teil). Leistung und ihre Bewertung im CLIL-Unterricht: Praktische Umsetzung und Reflektion (2.Teil). Presentation at "CLIL/Bilingualer Sachfachunterricht in Theorie und Praxis. Sommerschule für italienische Deutschlehrer" in Essen, 16-27 July.

Rumlich, D. (2012). An introduction to statistics for linguists: Becoming friends with numbers. Workshop at Bayreuth University, Germany.

Rumlich, D. (2012). A quantitative study on students in bilingual education (aka CLIL) in Germany: It's not all CLIL that shines in CLIL students. Guest lecture and seminar at Uppsala University, Uppsala, SE.

Rumlich, D. (2012). Using task-based learning to teach collocations. Guest lecture and seminar at Uppsala University, Uppsala, SE.

Rumlich, D. (2012). An introduction to the morphosyntax of New Zealand English. Guest lecture and seminar at Uppsala University, Uppsala, SE.

Rumlich, D. (2012). CLIL teaching and prospective CLIL students' affective-attitudinal characteristics - a perfect match?. Presentation at the conference "CLIL 2012: From practice to visions" in Utrecht, NL, 19-21 April.

Rumlich, D. (2012). Prospective CLIL and non-CLIL students' beliefs about "bilingual teaching". Presentation for the "CLIL Research Rap" organised by C. Dalton-Puffer on behalf of the AILA CLIL Research Network at the conference "CLIL 2012: From practice to visions" in Utrecht, NL, 19-21 April.

Rumlich, D. (2012). The results of a quantitative study on students in CLIL and non-CLIL strands: Students' English classes prior to CLIL. Presentation at the “Junior Research Meeting” of the GAL in Antwerp, Belgium, 28-30 March.

Rumlich, D. (2012). The intricacies of research on CLIL: A two-year longitudinal study. Guest lecture in the Departmental Research Forum at Edge Hill University, Ormskirk, UK.

Rumlich, D. (2012). Current paradigms in ELT:Content and language integrated learning. Guest lecture and workshop at Edge Hill University, Ormskirk, UK.

Rumlich, D. (2012). Current paradigms in ELT: Task-based language learning. Guest lecture and workshop at Edge Hill University, Ormskirk, UK.

Rumlich, D. (2012). In search of CLIL effects: Students' perception of themselves (self-concept) and their parents Presentation at the conference "Practical Approaches to Content and Language Integrated Learning (CLIL)" in Pamplona, Spain, 23-25 February.

Rumlich, D. (2011). Do German CLIL students perform better than their peers in 'regular' classes? Presentation at the "AILA World Congress of Applied Linguistics” in Beijing, China, 23-28 August.

Rumlich, D. (2011). Quantitative research and statistics or "The Taming of the shrew". Workshop for Master and PhD students at the University of Antwerp, Belgium.

Rumlich, D. (2011). Exploring New Zealand (English): Why Kiwis drink bears. Guest lecture at the University of Antwerp, Belgium.

Rumlich, D. (2011). Kleines Moodle, große Wirkung. Praxisbeispiele zur Einbindung von Moodle in schulische und universitäre Fremdsprachenlehre. Presentation at the “MoodleMoot” Conference in Elmshorn, Germany, 13-14 April.

Rumlich, D. (2011). Learner’s performance in written English. Presentation at the “Junior Research Meeting” of the GAL in Essen, Germany, 23-25 March.

Rumlich, D. (2011). Statistics 101: Let data speak. Workshop at the “Junior Research Meeting” of the GAL in Essen, Germany, 23-25 March.

Rumlich, D. (2011). CLIL teaching in North-Rhine Westphalia: A comparative study of students’ linguistic accuracy in written English. Presentation at the “Young Researchers Conference” of the DGFF in Berlin, Germany, 25-26 February.

Rumlich, D. (2011). CLIL teaching and linguistic accuracy: Empirical findings and their implications for foreign language teaching. Presentation at the Langscape Conference “CLIL: Complementing or compromising foreign language teaching” in Frankfurt am Main, Germany, 18-20 February.

Rumlich, D. (2010). CLIL teaching in North Rhine-Westphalia. Presentation at the DGFF Summer School in Bremen, Germany, 27 September - 3 October.

Amels, R., Behrens, F., Rumlich, D., Wehling, H-W. (2010). The Brits on holiday: Eine exemplarische Analyse der (Tourismus-) Strukturen des englischen Seebades Brighton. Guest lecture at the Tagung der Arbeitsgruppe der Koordinatoren in der Arbeitsgemeinschaft der Gymnasien mit deutsch-englischem Zweisprachenzug in NRW in Essen, Germany, 4 March.

Rumlich, D. (2010). A journey to the other end of the world and back: New Zealand language and culture. Guest lecture at the University of Eastern Finland, Joensuu.

Classes taught

 Summer term 2013

• Studies in Language and Linguistics: Perspectives on Literature (Fort Hays State University, KS)
• Aspects of Writing and Speaking (University of Antwerp, Belgium)
• Language in Use: Applied Linguistics (University of Antwerp, Belgium)
• Directed Study: Issues in language learning and teaching
• Going abroad 101: Begleitvorlesung zum Auslandsaufenthalt

 Winter term 2012/13

• Going abroad 101: Begleitvorlesung zum Auslandsaufenthalt
• Assessment in theory and practice
• Language course for foreign exchange students: Translation and mediation

 Summer term 2012

• Empirical research in the language classroom: From theory to practice
• Language course for foreign exchange students: Translation and mediation

 Winter term 2011/12

• Analysing learner language
• An Introduction to Bilingual teaching: Content and Language Integrated Learning
• Assessment in theory and practice
• B2 Language Course (Institut für Optionale Studien)

 Summer term 2011

• Empirical research in the language classroom: From theory to practice
• B2 Language Course (Institut für Optionale Studien)

 Winter term 2010/11

• An Introduction to Bilingual teaching: Content and Language Integrated Learning
• Images of Aotearoa: New Zealand language, identity and culture
• B2 Language Course (Institut für Optionale Studien)

 Summer term 2010

• Linguistics in the EFL classroom
• Images of Aotearoa: New Zealand language, identity and culture
• B2 language course (Institut für Optionale Studien)

 Winter term 2009/10

• Introduction to EFL didactics
• Images of Aotearoa: New Zealand language, identity and culture
• Content and Language Integrated Learning
• The Language of Psychology (Department of Educational Studies)