Dr. Dominik Rumlich

Dr. Dominik Rumlich
Dr. Dominik Rumlich

Dr. Dominik Rumlich left the University of Duisburg-Essen in September 2016 to take up a position as professor in the English Department at the University of Münster.

Office hours: no office hours at UDE any more
E-mail: dominik.rumlich@uni-muenster.de
Web: http://www.uni-muenster.de/Anglistik/Research/Tefl/team/dominikrumlich.html

Biographical Information
Areas of Teaching and Research
Publications
Academic activities and memberships
Invited talks and workshopsConference papers
Classes taught

 

Biographical Information

Date of birth 18/01/1983

Since 10/2016

Professorship at Westfälische Wilhelms-Universität Münster (http://www.uni-muenster.de/Anglistik/Research/Tefl/team/dominikrumlich.html)

11/2015 - 09/2016 Lecturer and post-doctoral research assistant at the chair of Applied Linguistics and Didactics (Institute of Anglophone Studies), University of Duisburg-Essen
07/2015 - 10/2015 Research assistant at the chair of Instructional Psychology, University of Duisburg-Essen (Project "Bildungsgerechtigkeit im Fokus" as a part of the "Bund-Länder-Programm 2015)

07/2009 - 06/2015

Lecturer and research assistant at the chair of Applied Linguistics and Didactics, University of Duisburg-Essen

04/2010 - 09/2012

Lecturer at the Institut für Optionale Studien (English courses, level B2)

10/2010 - 09/2011

Relief/substitute teacher for English at Maria-Wächtler-Gymnasium in Essen

10/2009 - 02/2010

Relief/substitute teacher for English at Geschwister-Scholl-Gesamtschule in Moers

02/2007 - 03/2008 Student of English, Applied Linguistics, Geography and Earth Sciences at the University of Waikato, Hamilton, New Zealand
10/2003 - 06/2009 Student of English and Geography at the University of Duisburg-Essen (teacher's degree); Scholarship from Evangelisches Studienwerk Villigst
08/2002 - 07/2003 Community Service at Kinder- und Jugendpsychiatrie der Kinderklinik Westerholt (Herten)
07/1993 - 06/2002 Student at Freiherr-vom-Stein-Gymnasium, Recklinghausen


Dominik Rumlich studied English and Geography at the University of Duisburg-Essen and at Waikato University in Hamilton, New Zealand, and completed his first state exam (teacher's degree) for German secondary schools (Gymnasium/Gesamtschule) in  2009. Due to his outstanding results, he was acknowledged as the best graduate of that year by the Zentrum für Lehrerbildung of the University of Duisburg-Essen.
    Afterwards, he began his PhD research on Content and Language Integrated Learning (CLIL, aka bilingual teaching; see below) while teaching as a junior lecturer in the section of Applied Linguistics/EFL Methodology and working on a project with a focus on learning strategies in instructional psychology. He then became a postdoctoral researcher in the Institute of Anglophone Studies upon completion of his PhD in autumn 2015.
    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 2006.
    If he's not busy working, he dedicates a lot of his time to table tennis (as player and coach), badminton, reading, catching up with friends and travelling with a particular preference for the southern hemisphere.

Areas of teaching and research

Dr. Rumlich teaches in the fields of EFL-Methodology with a particular focus on the areas of CLIL, assessment, motivation, learning strategies, quantitative research methods and statistics as well as heterogeneity and individual learner characteristics (from the point of view of educational/instructional psychology). Furthermore, he offers courses on the language and culture of Aotearoa, New Zealand.
     During his time as a PhD student, he was 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) provided the backbone for his PhD thesis "Evaluating the effects of bilingual education in Germany: The development of CLIL students' general English language proficiency and their affective-motivational dispositions". In his longitudinal, two-year quasi-experimental study of 1,400 learners, he compares the development of both CLIL and non-CLIL students' with respect to their general English language proficiency, their cognitive skills, academic self-concept, interest, motivation, attitudes, extramural exposure to English and many other factors. He measures the students at the end of grade 6, i.e. right after the preparatory phase with two additional English lessons for the future CLIL students and right before CLIL starts in year 7. Students' development under the influence of CLIL (years 7 and 8) can then be evaluated in relation to this baseline.


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* Acknowledgements: The author would like to thank Prof. Dr. Dr. h.c. Detlev Leutner (chair of instructional psychology at the University of Duisburg-Essen), Zentrum für Empirische Bildungsforschung (ZEB) at the University of Duisburg-Essen and Deutsche Gesellschaft für Fremdsprachenforschung (Forschungsfonds) for their financial support, which facilitated the entry of the data and the dissemination of the DENOCS results.

More importantly, the author would like to acknowledge and thank a huge team of dedicated, voluntary supporters for their incredible help - DENOCS could not have been realised without the great support provided by B. Rüschoff (PhD supervisor), J. Sudhoff, M. Krämer, F. Matz, A. Stieger, C. Ludwig, D. Bendzko, S. Krebs and S. Kramer (all of whom are part of B. Rüschoff's team in the section of Applied Linguistics/Technology Enhanced Language Learning). Of major significance with respect to the collection as well as entry of the data were K. Schulte, P. Paschmann, C. Dohmen, S.-E. Rumlich, A. Kellerbauer, B. Stach, M. Sassek, S. Motzin, L. Langos, R. Jurasik, H. Thillmann, F. Stebner & Team, K. Motzin, S. Schäfer, J. Löschmann and all of the teachers involved at the respective schools. A heartfelt thank you also goes to H. Thillmann and F. Stebner for their conceptual support, to T. Dicke for her statistical backup and to F. Stebner, M. Eusterfeldhaus, N. Deane and J. Sudhoff for their invaluable feedback on issues related to DENOCS and beyond.

Publications

Rumlich, D. (under review). Exploring the importance of prior knowledge and verbal cognitive abilities in foreign language learning. In T. Piske et al., Cognition & second language acquisition. Tübingen: Narr.

Rumlich, D., Hellenbrand, J. & Leutner, D. (accepted). Entwicklung eines Online-Workshops zum „Lernen lernen“: Individualisiertes Lernen mit Moodle. In I. van Ackeren, M. Kerres & S. Heinrich, Flexibles Lernen mit digitalen Medien ermöglichen. Münster: Waxmann.

Rumlich, D., & Ahlers, S. (accepted). The rich environment of CLIL classes as an ideal setting for collaborative learning. In K. van de Poel & C. Ludwig, Collaborative language learning and new media: Insights into an evolving field. Frankfurt am Main: Lang.

Rumlich, D., (2016). Evaluating bilingual education in Germany: CLIL students’ general English proficiency, EFL self-concept and interest. Frankfurt am Main: Lang [available since August 2016].

Rumlich, D. (2015). Evaluating the effects of bilingual education in Germany: The development of CLIL students' general English language proficiency and their affective-motivational dispositions (unpublished PhD thesis). Universität Duisburg-Essen, Essen, Germany.

Rumlich, D. (2015). Zur affektiv-motivationalen Entwicklung von Lernenden im CLIL Unterricht. In B. Rüschoff, J. Sudhoff, D. Wolff (Eds.), CLIL Revisited: Eine kritische Analyse des gegenwärtigen Standes des bilingualen Sachfachunterrichts (pp. 309-330). Frankfurt am Main: Lang.

Rumlich, D. (2015). Selbst(bestimmt) sind die Lernenden! Ideen und Methoden für eine studierendenzentrierte Lernveranstaltung. Diversität konkret. <https://www.uni-due.de/imperia/md/content/diversity/11a_selbstbestimmt_sind_die_lernenden.pdf>

Rumlich, D. (2014). Prospective CLIL and non-CLIL students’ interest in English (classes): A quasi-experimental study on German sixth-graders. In R. Breeze, C. Martínez Pasamar, C. Llamas Saíz, C. Tabernero Sala (Eds.), Integration of theory and practice in CLIL (pp. 75-95). Amsterdam, NL: Rodopi.

Rumlich, D. (2013). The benefits of comics for language learning at the lower secondary level: A practical approach. In C. Ludwig & F. E. Pointner (Eds.), Handbücher zur Literatur- und Kulturdidaktik: Vol. 4. Teaching comics in the foreign language classroom (pp. 95–124). Trier: Wissenschaftlicher Verlag Trier.

Rumlich, D. (2013). 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.), Content and language integrated learning (CLIL) in Europe: Research perspectives on policy and practice (pp. 181-201). Frankfurt am Main: Lang.

Deane, N., & Rumlich, D. (2013). Using comics in the classroom - The obvious way of creating a favourable learning environment? In M. Eisenmann, M. Hempel, & C. Ludwig (Eds.), Medien und Interkulturalität im Fremdsprachenunterricht: Zwischen Autonomie, Kollaboration und Konstruktion (pp. 183-204). Duisburg: Universitätsverlag Rhein-Ruhr.

Armbrust, L., & Rumlich, D. (2012). Tagungsbericht: Symposium für Promovierende der Fremdsprachen in der Endphase - "Endspurt für Dis(s)orientierte". Zeitschrift für Fremdsprachenforschung, 23(2), 281-284.

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, research projects and memberships (general overview)

  • 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=1.403; 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
  • Reviewer for Applied Linguistics, System, The Language Learning Journal, APPLES - Journal of Applied Linguistic Studies, International Journal of English Studies
  • Section chair (Bilingualer Unterricht, Fremdsprachen und politische Bildung) at the DGFF conference for early career researchers (27-28 Sept at Goethe-Universität Frankfurt am Main.
  • Planning and organisation of the symposium "Endspurt für Dis(s)orientierte" from 4-5 January, 2013, at Goethe-Universität Frankfurt am Main (together with Laura Armbrust; funded by DGFF and Freunde und Förderer der Universität Frankfurt; see 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)
  • Guest lectureships (Fort Hays State University in Hays, KS [USA], University of Antwerp [BE]; see section on "classes taught" below)
  • Workshops on CLIL, statistics and quantitative research methods/methodology, assessment, differentiation, task-based learning, language learning and teaching (Goethe-Institute Nowosibirsk [RU], University of Antwerp [BE], University of Bayreuth, University of Duisburg-Essen; see section on "presentations, workshops and guest lectures" below for details)
  • Erasmus staff mobility (University of Eastern Finland [FI], Edge Hill University [UK], Uppsala University [SE]; (see section on "presentations, workshops and guest lectures" below for details)
  • Excursion to the USA and Canada (summer 2012): Experiencing the Midwest (together wih A. von Wald)
  • Member of the IZfB (Interdisziplinäres Zentrum für Bildungsforschung) at the University of Duisburg-Essen (Zentrum für empirische Bildungsforschung), GAL (Gesellschaft für Angewandte Linguistik), DGFF (Deutsche Gesellschaft für Fremdsprachenforschung) and Anglistenverband

 

Invited talks and workshops (in detail)

Rumlich, D. (2016). Content and language integrated learning (CLIL) = second language acquisition hands down? CLIL on the test bed of reality. Guest lecture at the University of Bayreuth, Germany.

Rumlich, D. (2015). Quantitative research: Knowing little about very little (but from a lot of people). Workshop for Master and PhD students at the University of Antwerp, Belgium.

Rumlich, D. (2015). What’s so special about CLIL? Chasing “the ultimate dream of communicative language teaching and task-based learning rolled into one” (Dalton-Puffer, 2007). Guest lecture at the University of Bielefeld, Germany.

Rumlich, D. (2014). An evidence-based evaluation of bilingual teaching (CLIL) programmes in Germany: Results from the large-scale longitudinal study DENOCS. Guest lecture at the University of Oxford, UK (Department of Educational Studies).

Rumlich, D. (2014). Die Untersuchung der (sprachlichen) Wirksamkeit bilingualer Züge: Methoden und Ergebnisse empirischer Bildungsforschung in einem komplexen Forschungskontext. Presentation at the “Geschichtsdidaktisches Forschungskolloquium” at the University of Duisburg-Essen, Germany.

Rumlich, D. (2014). Quantitative research (methodology): Focus on questionnaires. Workshop for Master and PhD students at the University of Antwerp, Belgium.

Rumlich, D. (2014). Praxisworkshop zum Differenzieren im Englischunterricht. 2. Herbstschule der Universität Duisburg-Essen "Umgang mit Heterogenität in Schule und Unterricht", 29.09.-02.10.2014, Essen.

Rumlich, D. (2014). Individuell fördern und dann testen: Mündliche Prüfungen. 2. Herbstschule der Universität Duisburg-Essen "Umgang mit Heterogenität in Schule und Unterricht", 29.09.-02.10.2014, Essen.

Rumlich, D. (2014). DENOCS: Erkenntnisse einer längsschnittlichen quasi-experimentellen Studie zu CLIL Programmen in NRW. Guest lecture at Bergische Universität Wuppertal.

Rumlich, D. (2014). Die Evaluation fremdsprachlicher Kompetenzen: Testerstellung und Leistungsbewertung in Theorie und Praxis. Workshop for the staff members of the Institut für Optionale Studien, University of Duisburg-Essen.

Rumlich, D. (2014). Der Gemeinsamen Europäischen Referenzrahmen: Impulse für die Fremdsprachenlehre. Workshop for the Institut für Optionale Studien, University of Duisburg-Essen.

Rumlich, D. (2014). Introduction to inferential statistics: Entering a world full of significance. Workshop for Master and PhD students at the University of Antwerp, Belgium.

Rumlich, D. (2014). Die Entwicklung allgemeiner Sprachkompetenz, Interesse und Selbstkonzept
unter dem Einfluss des bilingualen Sachfachunterrichts in englischer Sprache. Guest lecture at the University of Kiel (Department of Educational psychology, Prof. Dr. Jens Möller), Kiel.

Rumlich, D. (2014). Einführung in die Item-response Theory (IRT). Workshop at the empirische Methodentagung (EmMeth 2014) at the University of Bamberg, Bamberg.

Rumlich, D. (2014). Die Effekte des bilingualen Sachfachunterrichts (CLIL): Fremdsprachliche und affektiv-motivationale Entwicklung. Poster presentation at the opening of the IZEF (Interdisziplinäres Zentrum für empirische Lehrerinnen- und Unterrichtsforschung in Cologne (17.01.).

Rumlich, D. (2013). Quantitative research: Knowing little about very little (but from a lot of people). Workshop for Master and PhD students at the University of Antwerp, Belgium.

Rumlich, D. (2013). Statistics for linguists: The language of numbers and what they have to say. Workshop at Bayreuth University, Germany.

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.

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.

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.

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

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

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.

 

Conference papers (in detail)

Rumlich, D. (2016). Die allgemeinen Englischkompetenzen nach zwei Jahren bilingualem Sachfachunterricht unter Einbeziehung der Eingangsunterschiede. Paper presented at 50. Tagung der Deutschen Gesellschaft für Psychologie, Leipzig, Germany.

Rumlich, D. (2016). The importance of EFL self-concept for general EFL proficiency:
A model-based evaluation of quantitative data from German secondary schools
. Paper presented at Psychology in Language Learning 2016, Jyväskylä, Finland.

Rumlich, D., & Stebner, F (2016). Cognitive load theory in the context of bilingual education: Exploring unchartered territory. Paper presented at the 7th Annual International Cognitive Load Theory Conference, 22-24 June, 2016, Bochum, Germany.

Rumlich, D. (2016). How the implementation of CLIL can “influence” the results of research – The case of high-­intensity CLIL programmes in Germany. Paper presented at the AILA CLIL Research Network and Association for Applied Linguistics in Bosnia and Herzegovina Regional CLIL Symposium in Sarajevo, Bosnia and Herzegovina, 1 April.

Rumlich, D., & Stebner, F (2016). Die Entwicklung des Englisch-Selbstkonzepts und -Fachinteresses im bilingualen Unterricht. Paper presented at the 4th Annual Conference of the Gesellschaft für Empirische Bildungsforschung (GEBF), 9-11 March, 2016, Berlin, Germany.

Rumlich, D. (2015). Steigert CLIL das Interesse am Englischunterricht? Anspruch und Realität des bilingualen Unterrichts auf dem Prüfstand. Paper presented at the “15. Fachgruppentagung Pädagogische Psychologie" in Kassel, Germany, 14-16 September.

Jaekel, N., & Rumlich, D. (2015). Die Wirksamkeit des bilingualen Sachfachunterrichts auf dem Prüfstand. Symposium at the 3rd Annual Conference of the Gesellschaft für Empirische Bildungsforschung (GEBF), 11-13 March, 2015, Bochum, Germany.

Rumlich, D., & Dicke, T (2015). Die Entwicklung eines höheren fachbezogenen Selbstkonzepts als Erklärung für die fremdsprachlichen Leistungen der SchülerInnen im bilingualen Unterricht? Eine empirische-quantitative Evaluation eines theoretischen Postulats. Paper presented at the 3rd Annual Conference of the Gesellschaft für Empirische Bildungsforschung (GEBF) in Bochum, Germany, 11-13 March.

Rumlich, D. (2015). I did it my way, you should do it your way: A quantitative longitudinal study on CLIL from its inception to the end. Paper presented at the Young Researchers Conference of the Deutsche Gesellschaft für Fremdsprachenforschung (DGFF) in Münster, Germany, 24-25 February.

Rumlich, D. (2014). Die Entwicklung des akademischen Selbstkonzepts in bilingualen Zügen: Ergebnisse der Studie DENOCS [The development of academic self-concept in CLIL streams: Results of the DENOCS study]. Paper presented at the “Zukunftsforum Bildungsforschung: Bildung durch Sprache. Sprache durch Bildung” in Freiburg, Germany, 20-21 November.

Rumlich, D. (2014). The development of written language proficiency in German CLIL students: Findings from the first large-scale longitudinal study incorporating creaming and preparation effects. Paper presented at the “Think CLIL Conference” in Venice, Italy, 28-30 August.

Rumlich, D. (2014). Gauging the CLIL effect: Results from a large-scale longitudinal study on German CLIL programmes. Paper presented at the “AILA World Conference of Applied Linguistics” in Brisbane, Australia, 10-15 August.

Rumlich, D. (2014). The results of a quantitative study on students in CLIL and non-CLIL strands: Students' English classes prior to CLIL. Paper presented at the “Junior Research Meeting” of AILA Europe in Jyväskylä, Finland, 12-14 May.

Rumlich, D. (2014). Selektion und Präparation als Ursache für die hohen Sprachkompetenzen bilingual unterrichteter LernerInnen? Kritische Evaluation einer Längsschnittstudie. Paper presented at the 2. Tagung der Gesellschaft für empirische Bildungsforschung in Frankfurt am Main, Germany, 3-5 March.

Rumlich, D. (2013). The development of CLIL and non-CLIL students’ general language proficiency:
Findings from the large-scale longitudinal study DENOCS.
Paper presented at the 25th Kongress der DGFF in Augsburg, Germany, 25-28 September.

Stebner, F., Rumlich, D., & Wirth, J. (2013). Animations vs. static pictures: The impact of the presence and content of narrations. Paper presented at the “Cognitive Load Theory Conference” in Toulouse, France, 26-28 June.

Rumlich, D. (2013). The development of CLIL and non-CLIL students’ interest in learning English: Findings from the large-scale longitudinal study DENOCS. Paper presented 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 abridged 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. Paper presented at the conference "CLIL 2013: Modernizing Educational Practice" in Ustroń, Poland, 4-6 April.

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. Paper presented 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
. Paper presented at the Nachwuchstagung der Gesellschaft für empirische Bildungsforschung in Kiel, Germany, 10-11 March.

Rumlich, D. (2012). CLIL and non-CLIL students' interest and motivation prior to CLIL classes: Comparing apples with pears?. Paper presented 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. Paper presented 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. Paper presented at the GMF-Bundeskongress "Lernerautonomie im Fokus: Kompetenzorientierung, Differenzierung und Handlungsorientierung" Essen, 13-15 September.

Rumlich, D. (2012). CLIL teaching and prospective CLIL students' affective-attitudinal characteristics - a perfect match?. Paper presented 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". Paper presented in 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. Paper presented at the “Junior Research Meeting” of AILA Europe in Antwerp, Belgium, 28-30 March.

Rumlich, D. (2012). In search of CLIL effects: Students' perception of themselves (academic self-concept) and their parents. Paper presented 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? Paper presented at the "AILA World Congress of Applied Linguistics” in Beijing, China, 23-28 August.

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

Rumlich, D. (2011). Learner’s performance in written English. Paper presented at the “Junior Research Meeting” of AILA Europe 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. Paper presented 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. Paper presented 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. Paper presented at the DGFF Summer School in Bremen, Germany, 27 September - 3 October.

Classes taught

 

Summer term 2016

  • Introduction to EFL Methodology (Fachdidaktik Grundkurs)
  • How learning works: Research-based approaches to teaching
  • Going abroad 101: Begleitvorlesung zum Auslandsaufenthalt
  • CLIL: Content and Language Integrated Learning (University of Koblenz-Landau)

 

Winter term 2015/16

  • Introduction to EFL Methodology (Fachdidaktik Grundkurs)
  • Materials, Methods, Media and more: Differentiation in the Language Classroom
  • Going abroad 101: Begleitvorlesung zum Auslandsaufenthalt
  • CLIL: Content and Language Integrated Learning (University of Koblenz-Landau)

 

Summer term 2015

  • Introduction to EFL Methodology (Fachdidaktik Grundkurs)
  • Directed Study: Issues in language learning and teaching
  • Going abroad 101: Begleitvorlesung zum Auslandsaufenthalt

 

Winter term 2014/15

  • Introduction to EFL Methodology (Fachdidaktik Grundkurs)
  • Materials, Methods, Media and more: Differentiation in the Language Classroom
  • Going abroad 101: Begleitvorlesung zum Auslandsaufenthalt
     

Summer term 2014

  • Aspects of Writing and Speaking (University of Antwerp, Belgium; filling in for Prof. K. van de Poel)
  • Language in Use: Applied Linguistics (University of Antwerp, Belgium; filling in for Prof. K. van de Poel)
  • Materials, Methods, Media and more: Differentiation in the Language Classroom
  • Directed Study: Issues in language learning and teaching
  • Going abroad 101: Begleitvorlesung zum Auslandsaufenthalt

 

Winter term 2013/14

  • Introduction to EFL Methodology (Fachdidaktik Grundkurs)
  • Going abroad 101: Begleitvorlesung zum Auslandsaufenthalt
  • Assessment in theory and practice
  • Language course for foreign exchange students: Translation and mediation

 

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; filling in for Prof. K. van de Poel)
  • Language in Use: Applied Linguistics (University of Antwerp, Belgium; filling in for Prof. K. van de Poel)
  • 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 Methodology (Fachdidaktik Grundkurs)
  • Images of Aotearoa: New Zealand language, identity and culture
  • Content and Language Integrated Learning
  • The Language of Psychology (Department of Educational Studies)