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Dr. Dominik Rumlich, Juniorprofessor


Dominik Rumlich's
areas of teaching and research include CLIL, assessment, affective-motivational determinants of language learning (esp. EFL self-concept and interest), learning strategies, and empirical research methods (esp. quantitative). He is currently involved in multiple research projects on CLIL, assessment, young adult fiction in the language classroom, the transition between primary and secondary school (see below for details) and teacher education.

He studied English and geography at the University of Duisburg-Essen, Germany, and Waikato University in Hamilton, New Zealand. During his studies, 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, where 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. He completed his first state exam (teacher's degree) for German secondary schools (Gymnasium/Gesamtschule) in 2009.

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/TEFL Methodology. At the time, he regularly offered courses on the language and culture of Aotearoa, New Zealand. During his time as a PhD student, he worked as substitute teacher at two secondary schools and gained a deep insight into the practice of secondary language teaching. He was also in charge of a large-scale multi-method study on "The school book 2.0" and involved in a project on learning strategies in tertiary education in the department of instructional psychology at the University of Duisburg-Essen (together with J. Hellenbrand). He then became a postdoctoral researcher in the Institute of Anglophone Studies upon completion of his PhD in autumn 2015 and obtained an associate/junior professorship for TEFL (Professor als Juniorprofessor für Didaktik der englischen Sprache) at the University of Münster in October, 2016. Currently (summer term 2017 and winter term 2017/18), he is deputy chair of psycholinguistics and second language acquisition (including TEFL) at the University of Wuppertal and does not teach at Münster University. In addition, he also works as a teacher of English at Hittorf-Gymnasium in Recklinghausen.

If he's not busy working, he dedicates his time to table tennis (as player and coach), badminton, reading, and catching up with friends.

Contact

Department of English
Prof. Dr. Dominik Rumlich
Johannisstraße 12-20
D - 48143 Münster

Room: 218 
Phone: +49 (0)251-83-25618
Fax: +49 (0)251-83-25637
Email: dominik.rumlich[at]uni-muenster.de

Office hours

Publications

Rumlich, D. (under review). Globale Englische Sprachkompetenz und Englischnoten in bilingualen Zügen. [journal article]

Rumlich, D. (accepted). Empirische Zugänge zum bilingualen Sachfachunterricht. [journal review article]

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. (in print). 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. (in print). 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. (2017). CLIL theory and empirical reality – Two sides of the same coin?: A quantitative-longitudinal evaluation of general EFL competence and affective-motivational dispositions in CLIL students at German secondary schools. Journal of Immersion and Content-based Language Education, 5(1), 111-135. doi: 10.1075/jicb.5.1.05rum

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 (Dissertation). 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.

Research projects (past and present), academic activities, and memberships (general overview)

  • Current: Project "Young adult fiction in the language classroom" (with Dr. F. Matz, Gießen/Duisburg-Essen)
  • Current: Project "Assessment at lower secondary level" (with Dr. F. Matz, Gießen/Duisburg-Essen and M. Rogge, Gelsenkirchen)
  • Current: Project "Transition between primary and secondary school" (with Dr. B. Roters and V. Windmüller-Jesse, QuaLiS NRW; Marco Talarico, ZfsL Bielefeld; Jun-Prof. Dr. Stefanie Frisch, Uni Wuppertal)
  • Current: Project "GanzIn: English in year 9 at lower secondary level" (with Dr. N. Jaekel, Knoxville, TN and Prof. Dr. M. Ritter, Bochum)
  • Current: Project "CLIL at lower secondary level"

  • Completed: Project "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)
  • Completed:  Project "The school book 2.0": large-scale study on technology-enhanced language learning and its potential implementation in school books
  • Critical friend to the DGFF Summer School for young researchers "This is my truth, tell me yours" in Riezlern, Austria, 13-19 August, 2017, organised by Prof. Dr. H. Rossa (Trier University), Prof. Dr. E. Wilden (Vechta University) and their team.
  • Reviewer for Applied Linguistics, System, The Language Learning Journal, European Journal of Applied Linguistics, Journal of Immersion and Content-Based Language Education, Language Teaching Research, APPLES - Journal of Applied Linguistic Studies, International Journal of English Studies, Zeitschrift für Erziehungswissenschaft
  • Planning and organisation of the symposium "Sprachpraxistagung Münster" on 25 September, 2017, at Westfälische Wilhelms-Universität Münster (together with Jo Becker, Rachael Rasing, Britta Padberg-Schmitt, Marcus Saller, Stephan Gabel)
  • 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 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)
  • Elected member of the DGFF advisory board ("Beirat") from 2017-2019
  • Academic advisor/examiner and liaison professor/confidant (of the students at Münster University; "Vertrauensdozent") for Ev. Studienwerk Villigst (sponsorship organisation for talented/academically gifted students)
  • Member of GAL (Gesellschaft für Angewandte Linguistik), DGFF (Deutsche Gesellschaft für Fremdsprachenforschung), Anglistenverband, Deutsche Gesellschaft Juniorprofessur

Invited talks and workshops (in detail)

Rumlich, D. (2017). Theorie, Empirie und Praxis des bilingualen Unterrichts/CLIL: Drei Seiten der gleichen Medaille? Co-Keynote presentation at Internationale Deutschlehrertagung 2017, Fribourg, Switzerland.

Rumlich, D. (2017). Forschungsergebnisse zum bilingualen Sachfachunterricht. Vortrag im Zentrum für schulpraktische Lehrer*innenausbildung (ZfsL) Mönchengladbach.

Rumlich, D. (2017). Statistics 303: Group therapy, special needs analysis and individual consultations for Master and PhD students at the University of Antwerp, Belgium.

Rumlich, D. (2017). Ein kritischer Blick auf bilingualen Sachfachunterricht. Ergebnisse einer Langzeitstudie. Vortrag in der Ringvorlesung "Café Europe" der Pädagogische Hochschule Freiburg.

Rumlich, D. (2017). Digitale Medien in der Schule: LehrerInnenperspektiven. LehrerInnenfortbildung, Bezirksregierung Arnsberg, Dortmund.

Rumlich, D. (2016). Es war einmal das Schulbuch? Digitale Medien in der Schule der Zukunft. Sprachenwerkstatt des Ministeriums für Schule und Weiterbildung des Landes Nordrhein-Westfalen, Duisburg.

Rumlich, D. (2016). Spracherwerb in bilingualen Zügen mit zweijähriger Vorbereitung: Forschungsergebnisse und Implikationen. Vortrag auf der Tagung der AG Bilingual NRW, Essen.

Rumlich, D. (2016). Statistics 202: Getting along in a statistically significant world. Workshop for Master and PhD students at the University of Antwerp, Belgium.

Rumlich, D. (2016). Aktueller Forschungsstand bilingualer Unterricht. KeyNote at CertLingua Jahrestagung des Ministeriums für Schule und Weiterbildung des Landes Nordrhein-Westfalen, Soest.

Rumlich, D. (2016). The development of general EFL proficiency, EFL self-concept and interest in CLIL classes: Results from a longitudinal study. Guest lecture at the University of Jena.

Rumlich, D. (2016). Praxisworkshop zum Differenzieren im Englischunterricht. 4. Herbstschule der Universität Duisburg-Essen "Umgang mit Heterogenität in Schule und Unterricht", 04.10-07.10.2016, Essen.

Rumlich, D. (2016). Individuell fördern und dann testen: Mündliche Prüfungen. 4. Herbstschule der Universität Duisburg-Essen "Umgang mit Heterogenität in Schule und Unterricht", 04.10-07.10.2016, Essen.

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). Praxisworkshop zum Differenzieren im Englischunterricht. 2. Herbstschule der Universität Duisburg-Essen "Umgang mit Heterogenität in Schule und Unterricht", 29.09.-02.10.2015, Essen.

Rumlich, D. (2015). Individuell fördern und dann testen: Mündliche Prüfungen. 2. Herbstschule der Universität Duisburg-Essen "Umgang mit Heterogenität in Schule und Unterricht", 29.09.-02.10.2015, Essen.

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., & Matz, F., (2017). Assessment. Workshop at the Sprachpraxistagung Münster, Münster, Germany.

Rumlich, D., Matz, F., & Juchem-Grundmann, C. (2017). Nachwuchscafé. Workshop at the 27th Kongress der Deutschen Gesellschaft für Fremdsprachenforschung, Jena, Germany.

Rumlich, D., & Reckermann, J. (2017). Underresearched, but highly relevant in language learning: EFL self-concept as an individual factor in CLIL environment. Paper presented at the symposium of the AILA CLIL Research Network at “AILA World Conference of Applied Linguistics” in Rio de Janeiro, Brazil, 23-28 July.

Rumlich, D., Altenbeck, D., & Rüschoff, B. (2017). How teachers envisage the digital future at schools. Media Literacy in Foreign Language Education, Munich, Germany.

Rumlich, D. (2016). Tackling the demands of high-intensity CLIL programmes: Bilingual education/CLIL in Germany. Paper presented at II Congreso Internacional sobre Educación Bilingüe, Córdoba, Spain.

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.