Dominik Rumlich

Prof. Dr. Dominik Rumlich is a Professor of English Language Education at the Department of English and American Studies within the Faculty of Arts and Humanities at the University of Paderborn. He also serves as Executive Director of the Graduate Centre of the Faculty of Arts and Humanities. His academic career spans multiple German universities, with his current W3 professorship at Paderborn beginning in November 2018.

• PhD (Dr. phil. summa cum laude) from University of Duisburg-Essen (2015)
• Teacher training in English and Geography at University of Duisburg-Essen (2004-2009)
• Study abroad at University of Waikato, New Zealand (2007-2008)

Rumlich's research focuses on Content and Language Integrated Learning (CLIL), English Language Teaching methodology, and educational assessment. His work examines student motivation, individual learner characteristics, and quantitative research methods in language education. He has published extensively on the effectiveness of CLIL programs, attitudes toward Global Englishes, and teacher education approaches.

His most recent publications reveal a strong focus on practical assessment methods for language teachers, parental perspectives on early English instruction, and the implementation of diversity-sensitive practices in CLIL classrooms. His research demonstrates a consistent commitment to bridging theoretical frameworks with empirical classroom realities, particularly in German educational contexts.

• Award from University of Duisburg-Essen for best state examination

As Vertrauensdozent of the Evangelical Study Foundation Villigst at the University of Paderborn since 2021, Rumlich supports talented students in their academic development. His work with scientific and student staff members reflects his commitment to mentoring the next generation of language educators and researchers. He has also contributed to teacher training through practical approaches to oral examinations and role-play simulations for future English teachers.

Rumlich maintains active research collaborations across European institutions, as evidenced by his comparative studies on CLIL implementation in different national contexts. His work with the ADiBE project demonstrates a commitment to understanding diversity in language classrooms and developing research-informed teaching materials.