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Marina Schramm is a researcher and doctoral candidate specializing in foreign language didactics, with a focus on spelling education for German as a second language and implicit learning through classroom interactions. She is affiliated with a university's Department II (English Studies team) and teaches English and German at a Realschule plus, operating in multilingual and multicultural settings from early childhood to tertiary education. Educational Background: MA in European Bilingual Education (Karlsruhe) 1st and 2nd State Examinations for primary/secondary school teaching (Karlsruhe/Pforzheim) European teaching qualification for Content and Language Integrated Learning (CLIL) Research Focus: Her work explores tacit knowledge acquisition in teacher education, the role of lyrical/narrative texts in authentic classroom practices, and the integration of linguistic chunks in second language processing. Recent projects include action research on skills-oriented literary English lessons and didactic frameworks for future tense instruction. Publications: Three peer-reviewed works center on second language didactics, spanning nominal compounds in language teaching, future tense pedagogy, and the interplay between tense/mood in language acquisition.

• Foreign Language Didactics
• Language Acquisition
• Spelling Education
• +3 more

Univ.-Prof. Dr. Katja Heim is a prominent academic in the field of English Didactics, currently serving at the Institute of English Philology (WE6) at Freie Universitaet Berlin . With extensive experience in primary and secondary English education, her work focuses on social inclusion , learner autonomy , and hybrid/digital learning environments . She has held various academic positions including Freie Universitaet Berlin since 2024, after roles at Duisburg-Essen and other institutions. PhD in English Didactics Specializes in project-based teacher education Expert in bilingual learning in primary schools Her research emphasizes democratic classroom practices , multimodal texts , and technology integration in language teaching. Notable contributions include coordinated projects on digital media in teacher training and publications on inclusive education strategies. While her recent articles highlight hybrid learning and learner autonomy frameworks, her career spans over two decades of academic development in English education. Key research trends include: Blended learning implementation Bilingual education models Action research methodology

• Didactics of English
• Social Inclusion in Education
• Blended and Digital Learning
• +5 more

Michael Schart is Professor of Methodology and Didactics of German as a Foreign Language at Friedrich Schiller University Jena since 2021. Previously, he held academic positions at Keio University (2007-2021), University of Wuppertal (2018), University of Waterloo (2017-2018), and several Japanese institutions. His research focuses on empirical teaching research, CLIL, task-based language teaching, and reflective teacher training. Doctorate (2002) in Philosophy from Friedrich Schiller University Jena DFG Fellowship (1997-2000) at Justus Liebig University Giessen Master’s in German as a Foreign Language (Jena, 1996) Intensive Japanese Language Studies at Reitaku University (1992-1993) Schart’s research emphasizes action research, classroom interaction, and curriculum development for German language instruction. He has led projects on virtual classroom dynamics (2020/21), task-based teaching at beginner levels (2007-2009), and program evaluation at Keio University (2003-2007). His work bridges qualitative methodology with practical pedagogy. Recent publications address CLIL implementation, feedback mechanisms, and digital learning environments. He co-edits journals InfoDaF and KONTEXTE , and leads the research center FLUSS for teacher professionalization in German as a foreign language education.

• Foreign Language Teaching Methodology
• Didactics of German as a Foreign Language
• Empirical Teaching Research
• +6 more

Prof. Dr. Britta Viebrock is a Full Professor of English Language Teaching (Didaktik der englischen Sprache und Literatur) at Goethe University Frankfurt since 2012. Her work bridges pedagogy, multilingualism, and digital innovation, with a focus on ethical research practices and teacher professional development. Key contributions to Content and Language Integrated Learning (CLIL) and transcultural competence. Editorial roles in journals like Fremdsprachen Lehren und Lernen and Language Education and Multilingualism . Research Interests: She explores the intersection of digital media, film literacy, and language education, advocating for critical engagement with multilingual research. Her work on series_serial literacy and ethical frameworks in teacher training highlights her interdisciplinary approach. Recent Trends: Her 2024 publications emphasize mental health discourse and digital sovereignty in EFL classrooms, while 2022-2021 studies analyze video-based feedback, CLIL sustainability, and ethical standards in multilingual research. Scientific Awards: Preis für die beste Promotionsbetreuung (2018) Active roles in editorial boards and review colleges. Advising & Grants: Mentorship in programs like ment² and MenTa. Collaborated on grants for digital teacher education (e.g., ENROPE Erasmus+ projects). Supervised PhD theses on film literacy and transcultural competence.

• English Language Teaching
• Bilingual Education
• Content and Language Integrated Learning (CLIL)
• +6 more

Prof. Dr. Marta García García serves as a Professor in the Department of Romance Philology at the University of Göttingen, specializing in Didactics of Romance Languages with primary focus on Spanish as a Foreign Language (ELE). Her academic role integrates teaching, research leadership, and development of innovative pedagogical frameworks for language educators. Her research program centers on critical examination of oral interaction in language learning environments: Conversation Analysis in L2 Spanish classrooms Development of interactional competence among learners Action research methodologies for teacher training Bilingual Content and Language Integrated Learning (CLIL) Spanish heritage language education in German contexts Digital tool integration in language pedagogy Analysis of her publication trajectory (2004-2021) reveals sustained investigation into conversational competence in Spanish acquisition, with particular emphasis on turn-taking mechanics, topic management strategies, and discourse marker usage. Her work consistently bridges theoretical conversation analysis with practical classroom applications, establishing evidence-based approaches for developing oral proficiency through structured interactional tasks. Prof. García García has supervised multiple award-winning master's theses, including Nico Bertram's study on language anxiety in Spanish speaking exams and Max Schlumbohm's research on bilingual sports/Spanish modules. She directs significant externally funded initiatives including CRITERION (Critical Spanish Language Teacher Education), VISIONS (video-based online Spanish teaching modules), and the Curriculum Internationalization-funded SpiELE project which develops digital teaching units through international expert collaboration.

• Spanish Language Didactics
• Conversation Analysis
• Oral Interaction Skills
• +4 more

Dr. Almud Gembus is an Academic Councillor in the Department of English at Weingarten University of Education, where she has been actively contributing since 1999. Her work bridges academic research and practical pedagogy in early foreign language education. Research Interests: Her expertise lies in narrative teaching methods, particularly in primary school English instruction for grades 1 and 2. She focuses on storytelling, action research, and innovative language teaching methodologies tailored to young learners. Her work emphasizes practical classroom application and teacher training. The recent publications reflect a consistent focus on early English language acquisition through narrative and project-based approaches . Themes such as storytelling, thematic units (e.g., potatoes, sports), and creative projects (e.g., big books) dominate her scholarly output, indicating a strong commitment to engaging, child-centered pedagogy. Professional Activities: Academic Councillor, English Department, Weingarten University of Education (since 2010) Prior roles include technical school councilor and seconded teacher at the same institution Presented research at national conferences including DGFF and FFF She has advised on curriculum development and teacher training, though no formal graduate students are listed. Her publications include journal articles, teaching materials, and a completed dissertation on narrative methods.

• Teaching English as a Foreign Language (TEFL)
• Early Foreign Language Learning
• Narrative Teaching Methods
• +5 more

Prof. Silvia Maria Melo Pfeifer holds the Universitätsprofessor (W3) für Didaktik der romanischen Sprachen at the Faculty of Education, University of Hamburg , Germany. She also serves as a Research Fellow at CIDTFF, University of Aveiro, Portugal. Her work centers on multilingual education, heritage language pedagogy, intercomprehension, and linguistic landscapes , with extensive experience in international research collaborations. Key Projects : PEP (2023-2026), AGILE (2022-2025), BOLD (2022-2025), IDéAL (2022-2025), and CoMMiTTEd (2021-2023). Research Themes : Focus on plurilingual literacy, multilingual teacher training, digital language interaction, and critical approaches to heritage language education , analyzing how students negotiate identities in multilingual contexts. Her publications include edited volumes on multilingual teacher education (Springer, 2023) and peer-reviewed chapters on intercomprehension. She advocates for pedagogies that integrate students' entire linguistic repertoires , challenging monolingual norms in educational systems.

• Multilingualism
• Intercomprehension
• Intercultural Learning
• +4 more

Dr. Sarah Wunderlich is an academic staff member at the University of Koblenz, currently serving as a Lecturer for Language Practice, Cultural Studies, and Teaching Approaches at the Koblenz CLIL Academy since 2023. She has been affiliated with the Koblenz CLIL Academy and MoSAiK projects since 2019 and coordinated the MoSAiK project from 2018 to 2019. Her research interests focus on CLIL education, curriculum design, and linguistic requirements in multilingual teaching contexts. She has contributed to educational frameworks that integrate subject content with language learning. Her career includes academic roles in teacher training for English and History, as well as prior professional experience in IT training and product management at Lufthansa German Airlines (2000–2014). Her projects and affiliations include the Koblenz CLIL Academy and the MoSAiK initiative, which aim to advance interdisciplinary and language-integrated education.

• Language Education
• Content and Language Integrated Learning (CLIL)
• Curriculum Development
• +2 more

Professor Silvia Maria Melo Pfeifer is affiliated with the University of Hamburg , where she holds a professorship in Romance Languages Education at the Faculty of Education’s Department of Languages and Aesthetic Disciplines Education (EW4). She also maintains membership with the CIDTFF research center at the University of Aveiro, Portugal. Research Focus: Plurilingualism, intercultural communication, heritage language education, intercomprehension in Romance languages, and digital communication dynamics. Projects: Active in LiDS (Literacy in Diversity Settings), Galapro (Plurilingual Research Network), and DivER (Diversity in Education Research). Methodologies: Empirical studies on multilingual classrooms, critical analysis of language policies, and translanguaging frameworks. Recent Publications: Her work examines educational transitions in bilingual settings, linguistic landscape as pedagogical tool, and teacher training for intercomprehension. She explores the intersection of language, identity, and global citizenship through empirical research. Collaborations: Engages in European-wide initiatives like REPA (Reference Framework for Pluralistic Approaches), Miriadi, and Galanet, focusing on multilingual education and teacher development.

• Foreign Language Education
• Multilingualism
• Intercultural Communication
• +7 more

Ute Massler is a Professor of English and its Didactics at Pädagogische Hochschule Weingarten, where she also serves as the Dean of Faculty II. She earned her doctorate from PH Freiburg and has built a distinguished academic career focused on language education, multilingualism, and digital innovation in teaching. Her work bridges research and practical application in primary and secondary education. Her research interests center on Foreign Language Didactics , particularly English teaching methodology, Content and Language Integrated Learning (CLIL) , multilingual reading promotion , reading fluency , and the use of digital media and gamification in educational settings. She has pioneered innovative methods such as the Mehrsprachiges Lesetheater (Multilingual Reading Theater) and the GameLet project, which integrate technology and game elements to enhance literacy. The 15 most recent publications reflect a strong trend toward digitally supported, gamified, and multilingual approaches to literacy development. These works emphasize inclusive, media-based strategies for improving reading fluency across languages, often targeting heterogeneous student populations and leveraging tools like virtual reality, voice assistants (e.g., Amazon Alexa), and online collaboration platforms. Her scientific contributions have been recognized with prestigious awards, including: Erasmus+ Quality Seal 2017 Erasmus+ Success Story 2017 Regionalpreis des Landkreises Ravensburg und der Städte Ravensburg und Weingarten (2018) She actively supervises doctoral students and has led major research projects such as MELT (Multilingual Reading Theatre), GameLet, VALIANT, and MeVoL. Her grants include EU-funded Erasmus+ initiatives and state-supported research collaborations like the FUN-Kolleg, focusing on heterogeneity in primary education. She is a key figure in teacher training and curriculum development, particularly in bilingual and multilingual contexts. Professor Massler leads and contributes to interdisciplinary research teams, including the FUN-Kolleg "Heterogenität gestalten – starke Grundschulen entwickeln," where she oversees projects on complex task-based language learning and reading fluency support. Her work is deeply collaborative, involving partnerships with universities in Switzerland, Austria, Luxembourg, and Portugal, as well as multiple schools across Europe.

• Foreign Language Didactics
• English Teaching Methodology
• Multilingualism
• +9 more

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.

• Content and Language Integrated Learning (CLIL)
• English Language Teaching (TEFL)
• Language Assessment
• +7 more

Clare Maas is a English Language & EAP Lecturer at Trier University , Germany, with over 15 years of academic experience. After obtaining her BA in Psychology and German Studies (University of Wales, Swansea; Augsburg University) and MA in German Studies and Literary Translation (University of Wales, Swansea), she earned a Dip TESOL qualification from Trinity College London. Research Focus: English for Academic Purposes (EAP), Second Language Acquisition theory application, translation studies in ELT, feedback methodologies, and materials development frameworks. Teaching: Offers courses in Academic Writing, Translation German-English, Integrated Language Skills, and seminars exploring cultural/political dimensions of English. Digital Engagement: Maintains a professional blog ( Clare's ELT Compendium ) with over 159,430 hits, sharing practical resources, research summaries, and pedagogical reflections. Professional Networks: Affiliated with the International Association of Teachers of English as a Foreign Language (IATEFL) and European Association for the Teaching of Academic Writing (EATAW). Her scholarly contributions focus on bridging research-practice gaps in ELT through innovative materials, learner-driven feedback systems, and vocabulary acquisition strategies. Recent publications examine multimodal feedback mechanisms (2018), translation's role in grammatical accuracy (2018), and vocabulary progression frameworks (2020-2022). She emphasizes contextual authenticity in language teaching materials, advocating for exposure to both native and non-native speaker accents based on learners' specific communication needs.

• English for Academic Purposes (EAP)
• Language Teaching Methodology
• Translation Studies
• +6 more

Henning Rossa is a researcher and educator specializing in foreign language teaching and assessment. His work bridges teacher professional development with effective L2 pedagogy, particularly in task-based learning, intercultural competence, and inclusive education. He has taught English language teaching methods across primary, secondary, and vocational contexts, and contributed to international teacher education programs via Erasmus+ and the University of Canberra. Research Focus: Test validity, listening comprehension, CLIL, and standards-based curricula. Projects: BELT longitudinal study on teacher beliefs, DESI’s English proficiency assessment, and graduate research methodology training. Publications: A book on L2 listening assessment (Peter Lang) and chapters in journals like Zeitschrift für Fremdsprachenforschung . Extracurricular Roles: Editorial board member of Journal für Fremdsprachenforschung and consultant for national language assessment initiatives.

• Language Teaching
• Foreign Language Education
• Intercultural Competence
• +9 more

Katharina Ponto is a Researcher at the Institute for English Language and Literature , University of Hildesheim, since October 2014. She serves as Project Coordinator for SMILE (2014–2019), funded by Lower Saxony Advance and the VW Foundation, and participates in Dean's Office Management for Department 3 (Linguistics and Information Sciences). Her work focuses on Second Language Acquisition , Teaching English as a Foreign Language (TEFL) , and Bilingual Education (Immersion, CLIL - Content and Language Integrated Learning). Education: Master of Education (Realschule, English & Sports) at the University of Hildesheim (June 2012) Bachelor of Arts at the University of Hildesheim (December 2010) Research Interests: Katharina investigates how instructional approaches affect young learners' language comprehension and cognitive development. Her research spans bilingual education models , socioeconomic factors in language acquisition , and foreign language input quality in primary education . She employs empirical research methods to evaluate linguistic proficiency and teaching strategies, emphasizing inclusive environments and assessment tool development. Scientific Awards: Doctoral Scholarship (2013) from the Center for Educational and Teaching Research, University of Hildesheim Grants and Projects: She leads the SMILE (Studies on Multilingualism in Language Education) project (2014–2019), exploring multilingualism in education and developing instructional strategies. Her work also includes collaborations with research teams on quality management in teaching and cognitive skill prediction in L2 acquisition . Labs and Teams: Katharina collaborates with interdisciplinary teams at the University of Hildesheim, including the Institute for English Language and Literature and Department 3: Linguistics and Information Sciences . She contributes to the Central Commission for Studies and Teaching (ZKSL) and Standing Commission for Quality Management within Faculty 3. Her research intersects with initiatives like the KEA project on multilingualism in daycare centers and schools.

• Second Language Acquisition
• Bilingual Education
• Multilingualism
• +3 more

Martin Hartmannsgruber is a Lecturer in the Department of Biology at the University of Education Schwäbisch Gmünd . He specializes in Biology Education with a focus on Content and Language Integrated Learning (CLIL) , Sustainability Education , and Educational Technology . His work bridges multilingual pedagogy and ecological curriculum design . Education : Realschule Teaching Certification (Biology, English, Sports), Magister Fachdidaktik in Biologie and English, Bachelor of Arts (Eastern Oregon University) Research Interests include bilingual science teaching, sustainability integration in curricula, and innovative technologies like QR-Codes and Prezi in education. He has led projects such as the Erasmus BIP Program with international partners and the Suppenstern School Garden at the 2014 Landesgartenschau. Publications highlight his work in CLIL, sustainability education, and bilingual teaching evaluations. Recent works (2014–2018) emphasize ecological didactics and multilingual science literacy . Scientific Awards : NANU-Naturwissenschaftswettbewerb for Secondary Schools in Baden-Württemberg (2007) First Prize at dm Competition 'Sei ein Futurist' Additional Contributions : Social media integration in education (Instagram: doktorsuppe), collaboration with the Landeszentrum für Umwelterziehung Baden-Württemberg , and development of integrated semester practicals (ISP) .

• Biology Education
• Content and Language Integrated Learning (CLIL)
• Sustainability Education
• +7 more