Dominik Rumlich

Dominik Rumlich
Universität Paderborn | UPB · Teaching English as a Foreign Language

Professor

About

32
Publications
3,692
Reads
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217
Citations
Citations since 2016
25 Research Items
208 Citations
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Introduction
My primary fields of teaching and research are TEFL-Methodology with a particular focus on CLIL, assessment, motivation, individual learner characteristics and quantitative research (methods). My PhD thesis was published by Lang in spring 2016: "Evaluating bilingual education in Germany. The development of CLIL students’ general English proficiency, academic self-concept and interest".
Additional affiliations
October 2018 - October 2020
Universität Paderborn
Position
  • Professor (Full)
Description
  • Professor for Teaching English as a Foreign Language/English Language Education
October 2016 - October 2018
University of Münster
Position
  • Professor (Associate)
October 2015 - September 2016
University of Duisburg-Essen
Position
  • PostDoc Position
Education
July 2009 - October 2015
University of Duisburg-Essen
Field of study
  • English, esp. TEFL (Teaching English as a foreign language)
February 2007 - February 2008
The University of Waikato
Field of study
  • English, linguistics, geography, earth sciences
October 2003 - June 2009
University of Duisburg-Essen
Field of study
  • English, geography, educational science

Publications

Publications (32)
Book
The author uses a theoretical account rooted in TEFL, language acquisition and educational psychology to provide the basis for the development of a comprehensive model of language learning in CLIL. It incorporates prior knowledge, EFL self-concept, interest in EFL classes, verbal cognitive abilities and contact to English. This model is used to est...
Article
Der Beitrag untersucht den Zusammenhang zwischen bilingualem Sachfachunterricht (BSFU), Englisch-Zeugnisnoten und globaler englischer Sprachkompetenz. Dabei werden zunächst die Schülerinnen und Schüler bilingualer Zweige (BILI; N = 414) vor Beginn und nach zwei Jahren BSFU mit ihren Peers in den Parallelklassen (PARA; N = 360) und auf Regelschulen...
Article
Full-text available
While recent research on English language teaching (ELT) in Germany has called for a more comprehensive representation of the diversity of English worldwide, learners’ perceptions of Global Englishes are currently underresearched despite their importance for a successful implementation of this change in ELT. The present paper analyzes 166 German se...
Article
The main aim of this article is to evaluate the outcomes presented in the previous articles in relation to similar projects and studies conducted in monolingual contexts in other parts of Europe as well as Latin America, where bilingual education and CLIL are increasingly being embraced in the official curricula. The effects of CLIL on L1, L2 and c...
Article
Full-text available
In line with international developments in applied linguistics, school curricula in Germany have begun to demand that Global Englishes be included in English Language Teaching. However, the perspectives of German school students, the main addressees of such a shift, are little explored. This article investigates the attitudes to and familiarity wit...
Article
Full-text available
CLIL programmes are firmly established in German schools. While empirical studies have provided insights into aspects such as language- and content-related achievement, motivation, and cultural learning, little is known about classroom practices and students’ perceptions thereof. Using ADiBE’s instruments, this mixed-method study explores how teach...
Preprint
"Checklist for describing digital resources for lexical learning" The scientific working group "Lexical learning with digital media" developed a comprehensive checklist for analysis and evaluation of digital tools (e.g. apps or websites) for lexical learning. This group has been formed as part of the ComeIn project („Communities of Practice NRW –...
Chapter
Eine zentrale Herausforderung des Englischunterrichts in der Grundschule ergibt sich daraus, dass für den Einsatz der Schrift und die quasi-simultane Alphabetisierung im Deutschen und Englischen kaum praktische Erfahrungen und empirische Erkenntnisse vorliegen. Umso wichtiger ist es, dass im Studium Wissen und Kenntnisse aus der Englischen Sprachwi...
Article
The contribution at hand provides a discussion of the six articles in this special issue on bilingual education and CLIL. It does so against the background of recent conceptual and empirical insights and the author’s perspective as an “outsider from the inside”, i.e. as a visitor to Dutch CLIL schools, a CLIL researcher and part-time teacher at a G...
Chapter
Im Rahmen des Bund-Länder-Programms 2015 wurde im Projekt „Bildungsgerechtigkeit im Fokus“ am Lehrstuhl für Lehr-Lernpsychologie ein fächerübergreifendes Lernstrategietraining für Studie-rende in der Studiengangsphase entwickelt, welches sowohl in Form eines Präsenz-Workshops als auch online angeboten wurde. Auf der Grundlage der bisherigen Lernbio...
Article
Wer nimmt typischerweise an CLIL-Unterricht teil und welchen Einfluss hat CLIL auf Lernen-de? Diesen erstaunlicherweise immer noch weithin ungeklärten Fragen, die Theoretiker und Praktiker, Wissenschaft und Schule zwar mit unterschiedlichem Erkenntnisinteresse, aber im Kern gleichermaßen umtreiben, begegnet der Artikel auf zwei Ebenen: Einerseits m...
Article
This article summarizes the essential theoretical and empirical findings of a large-scale doctoral dissertation study on content and language integrated learning (CLIL) streams at German secondary schools ( Gymnasium ) with up to three content subjects taught in English (Rumlich, 2016). A theoretical account rooted in teaching English as a foreign...
Article
This article summarizes the essential theoretical and empirical findings of a large-scale doctoral dissertation study on content and language integrated learning (CLIL) streams at German secondary schools (Gymnasium) with up to three content subjects taught in English (Rumlich, 2016). A theoretical account rooted in teaching English as a foreign la...
Article
Eingebettet in lerntheoretische Grundlagen, liefert der Beitrag Anregungen, wie Lehrende (eigenverantwortliches) Lernen im universitären Kontext, ohne große zeitliche Mehrbelastung, gestalten können: Das Konzept „self-directed study“ aus dem anglophonen Raum bildet den Kern der dort vorgestellten Lehr- bzw. Lernveranstaltung.
Chapter
The article at hand reports the findings of the quasi-experimental study DENOCS on 858 German learners of English (M age=11.9): A two-part scale measured prospective CLIL and non-CLIL students’ subject-related (α=.88) as well as language-related (α=.77) interest just before the former had their first CLIL experiences. The results show that future C...
Chapter
DENOCS (Development of North Rhine-Westphalian CLIL Students) is a large-scale longitudinal, quasi-experimental study aimed at carrying out a detailed evaluation of the effects of CLIL over a time span of two years. The article at hand reports on findings from the first phase of the project and focuses on the general English proficiency of n=968 si...

Network

Cited By

Projects

Projects (2)
Project
The ADiBE project brings together key figures with ample experience in the field of Content and Language Integrated Learning (CLIL) from six countries (Spain, Austria, Finland, Germany, Italy, and the UK). It aims to fill a much-needed niche affecting catering to diversity within CLIL programs across Europe and to work towards an inclusive, innovative, and reflective society by offering research-based evidence and concrete resources to improve language learning and make bilingual education a more inclusive reality for all. Its objective is three-pronged: to identify difficulties and best practices in catering to diversity in intercultural and content integrated language learning and teaching; to produce and implement project -, task-, and ICT-based activities to make CLIL accessible to all types of achievers; and to design and pilot teacher training modules to empower practitioners to step up to this important challenge. The ultimate aim is to contribute to the integration of all students, regardless of their socioeconomic status, educational background, or achievement level and to making CLIL accessible to all.
Project
The goal of this network is to bring together researchers and practitioners in Germany that are interested in exploring the role of Global Englishes in English Language Teaching in Germany.