• Practical Grammar & Vocabulary (Modul 4.1 – Ü)
• TEYL – Vorlesung (Modul 9.1 – Ü)
• TEYL – Cultural Studies & Landeskunde (Modul 9.2 – Ü)
• TEYL – Cultural Studies & Literature (Modul 9.2 – Ü)

• Reflective practice in teacher education
• Primary EFL classrooms
• Young EFL learnes' response to multimodal features of thymes, chants, songs & stories
• Picture books in ELT
• Prefabricated language, memorization and fluency in FL learning and teaching

1991 Abitur, Dresden

1991-1997 Studium an der TU Dresden, Fächer: Germanistik, Anglistik, Amerikanistik, Psychologie und Pädagogik, Abschluss: Erstes Staatsexamen und Magistra Artium 

1993-1994 Foreign Language Teacher Assistant in Caerphilly/UK

1994-1997 Freelance Language Instructor (EFL und DaF), Dresden

1995-1998 Ensemblemitglied der English Drama Group an der TU Dresden

1997-1999 Referendariat am Staatlichen Seminar für das Höhere Lehramt an Gymnasien in Dresden, Abschluss: 2. Staatsexamen (Englisch/Deutsch)

1999-2000 Kursleiterin für Englisch im Berufsschulbereich und in der Erwachsenenbildung in Dresden und Leipzig, Koordination von Englischunterricht in Firmen und Cambridge-Certificate-Kursen

2000-2005 DAAD-Lektorin am German Department an der University of Wales Swansea/UK, Planung und Durchführung von Sprachkursen im Bachelorstudium (language classes, conversation, essay and creative writing)

2005-2017 Wissenschaftliche Mitarbeiterin (Teilzeit) am Institut für fremdsprachliche Philologien, Fach Anglistik (IFA), Universität Koblenz-Landau, Campus Landau

2006-2014 Part-time PhD programme, Applied Linguistics, Swansea University/UK

2016 PhD (Dr. Phil.) in Applied Linguistics Swansea University/UK

seit 2017 Wissenschaftliche Mitarbeiterin (Vollzeit) am Institut für fremdsprachliche Philologien, Fach Anglistik (IFB), Universität Koblenz-Landau, Campus Landau

2025. Introducing pre-schoolers and first graders to English: Pre-service teachers’ insights. Neofilolog 64(1): 145-165. Available at: https://pressto.amu.edu.pl/index.php/n/index.

2025. Developing student teachers' awareness of multimodal features through task-based activities around picturebooks. In: Mourão, S. and Bennett, K. (Eds.) Multimodal Mediation Through Picturebooks and Graphic Narratives: Educational and Translational Contexts. New York: Routledge, pp. 207-224.

2024. Encouraging reading for pleasure: Student teachers and their reading journals. Paper presented at Fostering Dialogue Online Conference - Teaching Children's Literature and Reading for Fun at University. 21-23 November, UiC Barcelona, Spain.

2024. Teaching-based master dissertations to support reflective practices when using story in early English language learning. In: Mourão, S. and Leslie, C. (Eds.) Researching Educational Practices, Teacher Education and Professional Development for Early Language Learning: Examples from Europe. London: Routledge, pp. 159-174.

2024. Setting the scene for in-depth learning: Story-based activities around picturebooks in primary EFL. Paper presented at RidEL - Reading for in-depth English Learning Conference. 6-8 May, Nord University Bodø, Norway.

2024. Introducing pre-schoolers and first graders to English: Student teachers' insights. Paper presented at the Inaugural International ELLRA Conference. 25-27 April, UKEN Krakow, Poland.

2023. Conducting story-based activities in times of social distancing. In: Stadler-Heer, S. and Paran, A. (Eds.) Taking Literature and Language Learning Online: New Perspectives on Teaching, Research and Technology. London: Bloomsbury, pp. 115-136.

2022. Navigating a road to recovery in primary EFL: Student teachers' observations during the COVID-19 pandemic. Paper presented at ELLME 2022 International Conference - Future Challenges in Early Language Learning & Multilingual Education. 22-24 June, Granada.

2021. Developing student teachers' awareness of multimodal features through task-based activities around picturebooks. Paper presented at Picturebooks and graphic narratives in education and translation: mediation and multimodality - Virtual 2021. 24-26 June, CETAPS, FCSH, Nova University Lisbon.

2020. Entering the world of early EFL classrooms: Student teachers' experience with picturebooks. Paper presented at TEdELL 2020 Virtual - Teachers and Teacher Educators: Education and Professional Development for Early Language Learning, 12-14 November 2020, Nova University Lisbon.

2020. Creating a multimodal and holistic learning experience with Catherine Rayner's Augustus and His Smile. CLELE Journal 8(2): 39-64. Available at: http://clelejournal.org

2020. Zooming in on Incy Wincy Spider and co. Paper presented at LiLLT Online Symposium - Taking Literature Online in Times of Crisis, 23 October 2020, University of Erfurt, UCL Institute of Education & Catholic University of Eichstätt-Ingolstadt.

2020. Goldilocks revisited - from folk tale to picturebook in primary EFL. In: Pattison, T. (Ed.) IATEFL 2019. Liverpool Conference Selections. Faversham: IATEFL.

2019. Developing reflective teaching practice in future primary schoolteachers through story-based primary EFL teaching projects. Paper presented at LiLLT Conference - Research in Literature in Language Learning Environments: Patterns and Possibilities, 29-31 August 2019, Erfurt.

2019. Goldilocks revisited - from folk tale to picturebook in primary EFL. Paper presented at IATEFL, Literature SIG Showcase, 2-5 April, Liverpool.

2019. Young learners' engagement with multimodal texts. ELT Journal. 73(2): 175-185. Abstract: https://academic.oup.com/eltj/article-abstract/73/2/175/5364520

2018. Goldilocks and the Three Bears: ein Märchen aus der Schatztruhe des englischsprachigen Kulturraumes. In: Smieja, B. und Weyrauch, O. (Hrsg.) Fächerübergreifender Grundschulunterricht: Beiträge aus Theorie und Praxis. Frankfurt a. Main: Peter Lang, S.157-180. 

2018. Goldilocks and the Three Bears: activities for the primary EFL classroom. Workshop for primary school teachers at Storytelling Goes Future, 18 October, Pädagogisches Landesinstitut, Speyer.

2017. Recommended Read: Ezra Jack Keats‘ Dreams. CLELE Journal 5(2): 49-50. Available at: http://clelejournal.org

2016. Voices from primary EFL classrooms: young learners' response to multimodal texts. Paper presented at Challenging Reading: English-Language Education With Children and Teenagers, 10-12 March, University of Münster.

2013. From reading pictures to understanding a story in the FL. CLELE Journal 1(1): 19-38. Available at: http://clelejournal.org

2011. From reading pictures to understanding a story in the L2. Paper presented at YLT SIG Symposium: Picturebooks in ELT, IATEFL, 15-19 April, Brighton.

2010. Investigating the use of songs, rhymes and stories in primary EFL teaching. Paper presented at Children’s Literature in Language Education: From Picture Books to Young Adult Fiction, 25-27 February, University of Hildesheim.

2008. A questionnaire for primary school teachers of English: From questionnaire administration to data analysis. Paper presented at Vocabulary Acquisition Research Group Conference, 12-14 March, Gregynog.

2007. English in primary schools in Germany: Constructing survey questions for teachers. Paper presented at Vocabulary Acquisition Research Group Conference, 21-23 March, University of Wales Swansea.

2001. Hermann Sudermanns 'Litauische Geschichten': Ihre Sprachstruktur und Redesituation. In: Zimmermann, P. (Hrsg.) Deutsche Literatur im frühen Preußen und im Baltikum: Festschrift für Klaus Hammer. Beiträge dreier Studentenkonferenzen an der Pädagogischen Hochschule Riga, der Staatlichen Universität Kaliningrad und der Universität Gdańsk (6.-19. Oktober 1996). Dresden, Freiberg, Niederstriegis, S. 127-138.

SciPort RLP

Intercultural & Citizenship Education through Teacher Education for the Mediation of Picturebooks (ICETEMP)

Erasmus+ Programme (September 2024 - August 2027),

co-funded by the European Union

No: KA220-HED-2024-011

The ICETEMP project aims to 

• enhance the linguistic and intercultural education of English language teachers working with learners aged between 8 and 14;
• develop innovative teaching practices focused on dialogue and the active participation of young learners during picturebook-based English language teaching;
• promote intercultural understanding and responsible citizenship education in English language teaching;
• enable communication,  exchange, and the coordination of materials and action-based projects between English language teachers across national borders. 

ICETEMP is based on and seeks to further develop ideas that emerged during the award-winning ICEPELL project (2019-2022, https://icepell.eu/). As part of the ICETEMP project, partner universities from six different countries will develop an innovative module for English language teacher education. All resources produced will be available as open access materials for teachers and trainers.

International Coordinating University:

Københavns Professionshøjskole, Copenhagen, Denmark: https://www.kp.dk/en/

Partner Universities: 

• Universidade Nova de Lisboa, Portugal — https://www.unl.pt/
• Technische Universität Braunschweig, Germany — https://www.tu-braunschweig.de/en/
• University of Çukurova, Adana, Turkey — https://www.cu.edu.tr/eng/
• Universidad Complutense de Madrid, Spain — https://www.ucm.es/
• Università degli Studi di Udine, Italy — https://www.uniud.it/it
• RPTU Kaiserslautern–Landau, Germany — https://rptu.de/en/

Coordinator & project participant at RPTU: Dr. Annett Kaminski & Donna Tomlinson