Selected bibliography: Teaching English as a foreign language in secondary school

Journals

Curricula and Language Policy

Works of Reference

  • Burwitz-Melzer, E., Mehlhorn, G., Riemer, C., Bausch, K.-R., & Krumm, H.-J. (Eds.) (2016). Handbuch Fremdsprachenunterricht (6 ed.). UTB: Vol. 8043. Tübingen: A. Francke Verlag. Retrieved from http://www.utb-studi-e-book.de/9783838586557
  • Byram, M. (2000). The Routledge encyclopedia of language teaching and learning. London: Routledge.
  • Carter, R., & Nunan, D. (Eds.) (2001). The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press.
  • Celce-Murcia, M., Brinton, D., & Snow, M. A. (Eds.) (2014). Teaching English as a second or foreign language (4 ed.). Boston, Mass.: National Geographic Learning.
  • Chapelle, C. A. (Ed.) (2012). The encyclopedia of applied linguistics: Wiley.
  • Cummins, J., & Davison, C. (2007). International handbook of English language teaching. Springer international handbooks of education: v. 11 [i.e. 15]. New York, London: Springer. Retrieved from http://www.springer.com/gb/  BLDSS
  • Fäcke, C., & Meißner, F.-J. (Eds.) (2019). Handbuch Mehrsprachigkeits- und Mehrkulturalitätsdidaktik. Tübingen: Narr Francke Attempto.
  • Gao, X. (Ed.) (2019). Second handbook of English language teaching. Springer international handbooks of education. Cham: Springer Nature Switzerland AG.
  • Gehring, W. (2015). Praxis Planung Englischunterricht. UTB Schulpädagogik. Bad Heilbrunn: Verlag Julius Klinkhardt. Retrieved from http://www.utb-studi-e-book.de/9783838540917
  • Grimm, N., Meyer, M., & Volkmann, L. (2015). Teaching English. Tübingen: Narr Francke Attempto. Retrieved from http://www.content-select.com/index.php?id=bib_view&ean=9783823378310
  • Guilloteaux, M., & Dörnyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42(1), 55–77.
  • Hallet, W., & Königs, F. G. (Eds.) (2013). Handbuch Fremdsprachendidaktik (2. Aufl.). Seelze-Velber: Klett/Kallmeyer.
  • Harmer, J. (2007). The practice of English language teaching: With DVD (4 ed.). Always learning. Harlow: Pearson Education.
  • Haß, F., Kieweg, W., Kuty, M., Müller-Hartmann, A., & Weisshaar, H. (Eds.) (2016). Fachdidaktik Englisch: Tradition - Innovation - Praxis (2., überarbeitete Aufl.). Stuttgart: Ernst Klett Sprachen GmbH.
  • Hedge, T. (2000). Teaching and learning in the language classroom. Oxford handbooks for language teachers. Oxford: Oxford University Press.
  • Heinz, S., Riedel, A., & Riecke-Baulecke, T. (Eds.) (2018). Basiswissen Lehrerbildung: Englisch unterrichten. Seelze: Klett/Kallmeyer.
  • Hinkel, E. (Ed.) (2005). Handbook of research in second language teaching and learning. Mahwah, N.J.: Erlbaum Associates.
  • Hinkel, E. (Ed.) (2011). Handbook of research in second language teaching and learning: Volume II. ESL & applied linguistics professional series. New York: Routledge.
  • Hinkel, E. (Ed.) (2017). Handbook of research in second language teaching and learning: Volume III. ESL & applied linguistics professional series. New York: Routledge.
  • Klippel, F., & Doff, S. (2007). Englischdidaktik: Praxishandbuch für die Sekundarstufe I und II. Berlin: Cornelsen.
  • Kolb, A., & Legutke, M. K. (Eds.) (2019). Englisch ab Klasse 1 - Grundlage für kontinuierliches Fremdsprachenlernen (1. Aufl.). Giessener Beiträge zur Fremdsprachendidaktik. Tübingen: Narr Francke Attempto.
  • Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3 ed.). Teaching techniques in English as a second language. Oxford: Oxford University Press.
  • Lütge, C. (Ed.) (2019). Englisch-Methodik: Handbuch für die Sekundarstufe I und II (3 ed.). Berlin: Cornelsen Scriptor.
  • Müller-Hartmann, A., & Schocker-von Ditfurth, M. (2013). Introduction to English language teaching (11. Aufl.). Uni Wissen Anglistik/Amerikanistik. Stuttgart: Klett.
  • Nunan, D. (1996). Language teaching methodology: A textbook for teachers (7th print.). English language teaching. New York: Prentice Hall.
  • Richards, J. C., & Burns, A. (Eds.) (2009). Cambridge guide to second language teacher education. Cambridge: Cambridge University Press.
  • Richards, J. C., & Renandya, W. A. (Eds.) (2002). Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge University Press.
  • Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3 ed.). New York: Cambridge University Press. Retrieved from http://www.loc.gov/catdir/enhancements/fy1403/2013041790-d.html
  • Roche, J. (2020). Fremdsprachenerwerb - Fremdsprachendidaktik (4 ed.). Stuttgart: UTB; Narr Francke Attempto.
  • Scrivener, J. (2011). Learning teaching: The essential guide to english language teaching (3 ed.). Macmillan books for teachers. Oxford: Macmillan.
  • Surkamp, C. (Ed.) (2017). Metzler Lexikon Fremdsprachendidaktik: Ansätze - Methoden - Grundbegriffe (2., aktualisierte und erweiterte Aufl.). Stuttgart: J.B. Metzler Verlag.
  • Surkamp, C., & Viebrock, B. (Eds.) (2018). Teaching English as a foreign language: An introduction. Stuttgart: J.B. Metzler. Retrieved from http://dx.doi.org/10.1007/978-3-476-04480-8
  • Ur, P. (2012). A course in English language teaching (2 ed.). Cambridge, New York: Cambridge University Press.
  • Van Lier, L. (1988). The classroom and the language learner: Ethnography and second-language classroom research. Applied linguistics and language study. London: Longman.
  • Van Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy, and authenticity. Applied linguistics and language study. London: Longman.

Research Methods

  • Albert, R., & Marx, N. (2016). Empirisches Arbeiten in Linguistik und Sprachlehrforschung: Anleitung zu quantitativen Studien von der Planungsphase bis zum Forschungsbericht (3., überarbeitete und aktualisierte Aufl.). narr studienbücher. Tübingen: Narr Francke Attempto.
  • Borg, S. (2013). Teacher research in language teaching: A critical analysis. The Cambridge applied linguistics series. Cambridge: Cambridge University Press.
  • Brown, J. D., & Coombe, C. A. (Eds.) (2015). The Cambridge guide to research in language teaching and learning. The Cambridge Guides series. Cambridge: Cambridge University Press.
  • Burns, A. (2003). Collaborative action research for English language teachers. Cambridge language teaching library. Cambridge: Cambridge University Press.
  • Doff, S. (Ed.) (2012). Fremdsprachenunterricht empirisch erforschen: Grundlagen - Methoden - Anwendung. narr studienbücher. Tübingen: Narr Francke Attempto. Retrieved from https://ebookcentral.proquest.com/lib/gbv/detail.action?docID=5043807
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford applied linguistics. Oxford: Oxford University Press.
  • Dörnyei, Z., & Taguchi, T. (2010). Questionnaires in second language research: Construction, administration, and processing (2 ed.). Second language acquisition research series. Monographs on research methodology. New York, London: Routledge.
  • Dörnyei, Z., & Ushioda, E. (2021). Teaching and researching motivation (3 ed.). Applied linguistics in action. New York, London: Routledge.
  • Elsner, D., & Viebrock, B. (Eds.) (2015). Triangulation in der Fremdsprachenforschung. Kolloquium Fremdsprachenunterricht: Vol. 51. Frankfurt am Main: Peter Lang.
  • Friebertshäuser, B., Langer, A., & Prengel, A. (Eds.) (2013). Handbuch qualitative Forschungsmethoden in der Erziehungswissenschaft (4. Aufl.). Weinheim, Basel: Beltz Juventa.
  • Harring, M., Rohlfs, C., & Gläser-Zikuda, M. (Eds.) (2019). Handbuch Schulpädagogik. UTB Schulpädagogik. Münster, New York: Waxmann. Retrieved from http://www.utb-studi-e-book.de/9783838586984
  • Mackey, A., & Gass, S. M. (2015). Second language research: Methodology and design (2 ed.). London: Routledge.
  • McKay, S. (2005). Researching second language classrooms. ESL & applied linguistics professional series. Mahwah, N.J.: Lawrence Erlbaum.
  • Müller-Hartmann, A., & Schocker-von Ditfurth, M. (Eds.) (2001). Qualitative Forschung im Bereich Fremdsprachen lehren und lernen. Giessener Beiträge zur Fremdsprachendidaktik. Tübingen: Narr.
  • Nunan, D. (1992). Research methods in language learning. Cambridge language teaching library. Cambridge: Cambridge University Press.
  • Richards, K. (2003). Qualitative inquiry in TESOL. Basingstoke: Palgrave Macmillan.

Second Language Acquisition and Learning

  • Al-Hoorie, A. H., & MacIntyre, P. D. (2019). Contemporary language motivation theory: 60 years since Gardner and Lambert (1959). Bristol: Multilingual Matters.
  • Allwright, D., & Hanks, J. (2009). The developing language learner: An introduction to exploratory practice. Research and practice in applied linguistics. Basingstoke: Palgrave Macmillan.
  • Atkinson, D. (2011). Alternative approaches to second language acquisition (1 ed.). London, New York: Routledge.
  • Bonnet, A., & Siemund, P. (Eds.) (2018). Foreign language education in multilingual classrooms. Hamburg studies on linguistic diversity (HSLD): volume 7. Amsterdam, Philadelphia: John Benjamins Publishing Company.
  • Böttger, H. (2016). Neurodidaktik des frühen Sprachenlernens: Wo die Sprache zuhause ist. Bad Heilbrunn: Uni-Taschenbücher GmbH. Retrieved from http://www.utb-studi-e-book.de/9783838546544
  • Butzkamm, W., & Caldwell, J. A. W. (2009). The bilingual reform: A paradigm shift in foreign language teaching (1. Aufl.). narr studienbücher. Tübingen: Narr.
  • Cohen, A. D. (2014). Strategies in learning and using a second language (2 ed.). Florence: Taylor and Francis.
  • Dörnyei, Z. (2013). Motivational strategies in the language classroom (1 ed., 11th print). Cambridge language teaching library. Cambridge: Cambridge Univ. Press.
  • Dörnyei, Z., & Ushioda, E. (2021). Teaching and researching motivation (3 ed.). Applied linguistics in action. New York, London: Routledge.
  • Edmondson, W. J., & House, J. (2011). Einführung in die Sprachlehrforschung (4. Aufl.). UTB: Vol. 1697. Bern, Stuttgart: A. Francke; UTB GmbH. Retrieved from http://www.utb-studi-e-book.de/9783838535999
  • Ellis, R. (2009). Second language acquisition (14th print). Oxford introductions to language study. Oxford: Oxford University Press.
  • Heinz, S., & Riecke-Baulecke, T. (2018). Unterrichtsqualität im Englischunterricht sichern. In S. Heinz, A. Riedel, & T. Riecke-Baulecke (Eds.), Basiswissen Lehrerbildung: Englisch unterrichten (pp. 298–316). Seelze: Klett/Kallmeyer.
  • Hossein, N., & Eva, K. (Eds.) (2017). Corrective feedback in second language teaching and learning. London, New York: Routledge.
  • Lightbown, P., & Spada, N. M. (2013). How languages are learned (4 ed.). Oxford handbooks for language teachers. Oxford: Oxford University Press.
  • Loewen, S., & Sato, M. (2017). The Routledge handbook of instructed second language acquisition. Routledge handbooks in applied linguistics. Milton Park, Abingdon, Oxon, New York, NY: Routledge.
  • Masatoshi, S., & Loewen, S. (2019). Evidence-based second language pedagogy: A collection of instructed second language acquisition studies. New York, NY: Routledge.
  • Oxford, R. L. (2011). Teaching and researching language learning strategies. Applied linguistics in action. Harlow: Longman.
  • Philp, J., Adams, R. J., & Iwashita, N. (2014). Peer interaction and second language learning. Second Language Acquisition Research Series. New York, NY: Routledge.
  • Polat, N., Gregersen, T., & MacIntyre, P. D. (Eds.) (2020). Research-driven pedagogy: Implications of L2A theory and research for the teaching of language skills. New York, NY: Routledge.
  • Rebuschat, P. (Ed.) (2015). Implicit and explicit learning of languages. Studies in Bilingualism: volume 48. Amsterdam, Philadelphia: John Benjamins Publishing Company.
  • Reinders, H., Erlam, R., Philp, J., Loewen, S., & Elder, C. (2009). Implicit and explicit knowledge in second language learning, testing and teaching. Bristol: Multilingual Matters.
  • Roche, J.-M., & Suñer, F. (2017). Sprachenlernen und Kognition: Grundlagen einer kognitiven Sprachendidaktik. Kompendium DaF / DaZ: v.1. Tübingen: Narr Francke Attempto. Retrievedfrom https://elibrary.narr.digital/book/99.125005/9783823379317
  • Sambanis, M. (2013). Fremdsprachenunterricht und Neurowissenschaften. Narr-Studienbücher. Tübingen: Narr Verlag.
  • Sato, M., & Ballinger, S. (2016). Peer interaction and second language learning: Pedagogical potential and research agenda (Vol. 45). Amsterdam: John Benjamins Publishing Company.
  • Saville-Troike, M., & Barto, K. (2017). Introducing second language acquisition (3 ed.). Cambridge introductions to language and linguistics. Cambridge: Cambridge University Press.
  • Sheen, Y. (2011). Corrective feedback, individual differences and second language learning. Educational linguistics: vol. 13. Dordrecht: Springer.
  • Skehan, P. (1998). A cognitive approach to language learning. Oxford applied linguistics. Oxford: Oxford University Press.
  • Tedick, D. J., & Lyster, R. (2020). Scaffolding language development in immersion and dual language classrooms. Routledge series in language and content integrated teaching & plurilingual education. Abingdon, Oxon, New York, NY: Routledge.
  • VanPatten, B., & Williams, J. (Eds.) (2007). Theories in second language acquisition: An introduction. New York: Routledge

Language Learning in the Competence-Based Classroom

  • Alderson, J. C. (2000). Assessing reading. Cambridge language assessment. Cambridge: Cambridge University Press.
  • Alvermann, D. E., Unrau, N., Sailors, M., & Ruddell, R. B. (Eds.) (2019). Theoretical models and processes of literacy (7 ed.). London, New York: Routledge.
  • Baron, N. S. (2015). Words onscreen: The fate of reading in a digital world. Oxford: Oxford University Press.
  • Barzillai, M., Thomson, J. M., Schroeder, S., & van den Broek, P. W. (Eds.) (2018). Learning to read in a digital world. Studies in written language and literacy: vol. 17. Amsterdam, Philadelphia: John Benjamins Publishing Company.
  • Birch, B. M. (2015). English L2 reading: Getting to the bottom (3 ed.). ESL and applied linguistics professional series. New York: Routledge.
  • Bitchener, J., & Storch, N. (2016). Written corrective feedback for L2 development. Bristol: Multilingual Matters.
  • Boers, F. (2021). Evaluating second language vocabulary and grammar instruction: A synthesis of the research on teaching words, phrases, and patterns. New York, NY: Routledge.
  • Celce-Murcia, M., & Olshtain, E. (2000). Discourse and context in language teaching: A guide for language teachers. Cambridge: Cambridge University Press.
  • Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge language education. Cambridge: Cambridge University Press.
  • Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. Language Learning & Language Teaching (LL&T): vol. 42. Amsterdam, Philadelphia: John Benjamins Publishing Company.
  • Flowerdew, J., & Miller, L. (2005). Second language listening: Theory and practice. Cambridge language education. Cambridge, New York: Cambridge University Press.
  • Grabe, W., & Stoller, F. L. (2020). Teaching and researching reading (3 ed.). Applied linguistics in action. New York, NY: Routledge.
  • Hallet, W. (2011). Lernen fördern: Englisch: Kompetenzorientierter Unterricht in der Sekundarstufe I (1. Aufl.). Schule weiterentwickeln - Unterricht verbessern Unterrichtsqualität - Praxisband. Seelze: Klett/Kallmeyer.
  • Hallet, W., & Krämer, U. (Eds.) (2014). Kompetenzaufgaben im Englischunterricht: Grundlagen und Unterrichtsbeispiele (2. Aufl.). Seelze: Klett Kallmeyer.
  • Heinz, S. (2018). Auftrag und Inhalt des modernen kompetenzorientierten Englischunterrichts. In S. Heinz, A. Riedel, & T. Riecke-Baulecke (Eds.), Basiswissen Lehrerbildung: Englisch unterrichten (pp. 8–20). Seelze: Klett/Kallmeyer.
  • Heinz, S., Riedel, A., & Riecke-Baulecke, T. (Eds.) (2018). Basiswissen Lehrerbildung: Englisch unterrichten. Seelze: Klett/Kallmeyer.
  • Hirvela, A. (2016). Connecting reading & writing in second language writing instruction (2 ed.). The Michigan Series on Teaching Multilingual Writers. Ann Arbor: University of Michigan Press.
  • Hossein, N., & Eva, K. (Eds.) (2017). Corrective feedback in second language teaching and learning. London, New York: Routledge.
  • Hundertmark, S. (2018). Schreiben. In S. Heinz, A. Riedel, & T. Riecke-Baulecke (Eds.), Basiswissen Lehrerbildung: Englisch unterrichten (pp. 175–192). Seelze: Klett/Kallmeyer.
  • Hutz, M. (2018). Sprachmittlung im Fremdsprachenunterricht. In S. Heinz, A. Riedel, & T. Riecke-Baulecke (Eds.), Basiswissen Lehrerbildung: Englisch unterrichten (pp. 213–229). Seelze: Klett/Kallmeyer.
  • Hyland, K. (2003). Second language writing. Cambridge language education. Cambridge, New York: Cambridge University Press.
  • Hyland, K., & Hyland, F. (2019). Feedback in second language writing (2 ed.). Cambridge: Cambridge University Press.
  • Kang, O., Thomson, R. I., & Murphy, J. M. (Eds.) (2017). The Routledge handbook of contemporary English pronunciation. Routledge Handbooks in English Language Studies. Milton: Taylor and Francis. Retrieved from https://ebookcentral.proquest.com/lib/christianalbrechts/detail.action?docID=5131695
  • Kartchava, E. (2019). Noticing oral corrective feedback in the second language classroom: Background and evidence. Lanham: Lexington Books.
  • Kötter, M. (2017). Wortschatzarbeit im Fremdsprachenunterricht: Grundlagen und Praxis in Primarstufe und Sekundarstufe I. Seelze: Klett Kallmeyer.
  • Kurtz, J. (2001). Improvisierendes Sprechen im Fremdsprachenunterricht: Eine Untersuchung zur Entwicklung spontansprachlicher Handlungskompetenz in der Zielsprache. Gießener Beiträge zur Fremdsprachendidaktik. Tübingen: Narr.
  • Küster, L. (Ed.) (2012). Themenschwerpunkt: Kompetenzen konkret. Fremdsprachen Lehren und Lernen: Vol. 41. Tübingen: Narr.
  • Larsen-Freeman, D. (2003). Teaching language: From grammar to grammaring. TeacherSource. Boston: Thomson/Heinle.
  • Lee, I. (2017). Classroom writing assessment and feedback in L2 school contexts. Singapore: Springer.
  • Levis, J. M. (2018). Intelligibility, oral communication, and the teaching of pronunciation. Cambridge UK: Cambridge University Press.
  • Liu, D. (2014). Describing and explaining grammar and vocabulary in ELT: Key theories and effective practices. ESL & applied linguistics professional series. New York, London: Routledge.
  • Nation, I. S. P. (2013). Learning vocabulary in another language (2 ed.). The Cambridge applied linguistics series. Cambridge: Cambridge University Press. Retrieved from https://doi.org/10.1017/CBO9781139858656
  • Nuttall, C., & Alderson, J. C. (2012). Teaching reading skills in a foreign language (11 ed.). Macmillan books for teachers. Oxford: Macmillan.
  • Pennington, M. C., & Rogerson-Revell, P. (2019). English pronunciation teaching and research. London: Palgrave Macmillan UK.
  • Redlin, K. (2018). Leseverstehen. In S. Heinz, A. Riedel, & T. Riecke-Baulecke (Eds.), Basiswissen Lehrerbildung: Englisch unterrichten (pp. 133–153). Seelze: Klett/Kallmeyer.
  • Riedel, A. (2018). Sprechen. In S. Heinz, A. Riedel, & T. Riecke-Baulecke (Eds.), Basiswissen Lehrerbildung: Englisch unterrichten (pp. 154–174). Seelze: Klett/Kallmeyer.
  • Rost, M. (2016). Teaching and researching listening (3 ed.). Applied linguistics in action. New York, London: Routledge.
  • Schmitt, H. (2016). Teaching English pronunciation: A textbook for the German-speaking countries. Sprachwissenschaftliche Studienbücheṛ. Heidelberg: Universitätsverlag Winter.
  • Schmitt, N., & Schmitt, D. (2020). Vocabulary in language teaching (2 ed.). Cambridge language education. Cambridge: Cambridge University Press.
  • Siebold, J. (Ed.) (2004). Let's talk: Lehrtechniken: Vom gebundenen zum freien Sprechen (1. Aufl., Nachdr). Berlin: Cornelsen.
  • Siepmann, D. (2018). Sprachliche Mittel und ihre Integration. In S. Heinz, A. Riedel, & T. Riecke-Baulecke (Eds.), Basiswissen Lehrerbildung: Englisch unterrichten (pp. 193–212). Seelze: Klett/Kallmeyer.
  • Thornbury, S. (2016). About language: Tasks for teachers of English (2 ed.). Cambridge: Cambridge University Press.
  • Thornby, S. (2005). How to teach speaking. Harlow: Longman.
  • Webb, S. (Ed.) (2019). The Routledge handbook of vocabulary studies. London: Routledge.
  • Webb, S. A. (Ed.) (2020). Approaches to learning, testing and researching L2 vocabulary. Benjamins current topics;: volume 109. Amsterdam, Philadelphia: John Benjamins Publishing Company.
  • Webb, S. A., & Nation, I. S. P. (2017). How vocabulary is learned. Oxford handbooks for language teachers. Oxford: Oxford University Press.

Teaching Literature in the EFL Classroom

  • Afflerbach, P. (Ed.) (2016). Handbook of individual differences in reading: Reader, text, and context. New York: Routledge.
  • Alsup, J. (2010). Young adult literature and adolescent identity across cultures and classrooms: Contexts for the literary lives of teens. London: Routledge.
  • Bamford, J., & Day, R. R. (2010). Extensive reading activities for teaching language (7 ed.). Cambridge handbooks for language teachers. Cambridge: Cambridge University Press.
  • Bland, J. (2015). Children's literature and learner empowerment: Children and teenagers in English language education. London: Bloomsbury.
  • Bland, J., & Lütge, C. (2013). Children's literature in second language education. London, New York: Bloomsbury Academic.
  • Caspari, D. (1994). Kreativität im Umgang mit literarischen Texten im Fremdsprachenunterricht: Theoretische Studien und unterrichtspraktische Erfahrungen. Europäische Hochschulschriften. Reihe XI, Pädagogik Publications universitaires européennes. Série XI, Pédagogie: vol. 611. Frankfurt am Main, New York: P. Lang.
  • Chen, X., Dronjic, V., & Helms-Park, R. (Eds.) (2016). Reading in a second language: Cognitive and psycholinguistic issues. London, New York: Routledge.
  • Collie, J., & Slater, S. (1987). Literature in the language classroom: A resource book of ideas and activities. Cambridge handbooks for language teachers. Cambridge: Cambridge University Press.
  • Duncan, D. (2009). Teaching children's literature: Making stories work in the classroom. London: Routledge.
  • Ferris, D., & Hedgcock, J. (2018). Teaching readers of English: Students, texts, and contexts (2 ed.). London: Routledge.
  • Hallet, W. (2016). Genres im fremdsprachlichen und bilingualen Unterricht: Formen und Muster der sprachlichen Interaktion. Seelze: Klett/Kallmeyer.
  • Hallet, W., Surkamp, C., & Krämer, U. (Eds.) (2015). Literaturkompetenzen Englisch: Modellierung, Curriculum, Unterrichtsbeispiele. Seelze: Klett/Kallmeyer.
  • Heinz, S. (2011). Robert Swindells' Stone cold: Teacher's guide (1. Aufl.). Stuttgart: Klett Sprachen.
  • Heinz, S. (2016). David Almonds' Skellig: Teacher's guide (1. Aufl.). Stuttgart: Ernst Klett Sprachen.
  • Heinz, S. (2018). Researching multimodal reader response(s) in the EFL classroom. In A.-J. Zwierlein, J. Petzold, K. Boehm, & M. Decker (Eds.), Proceedings of the Conference of the German Association for the Study of English: volume 39. Anglistentag 2017 Regensburg: Proceedings (pp. 335–348). Trier: WVT Wissenschaftlicher Verlag Trier.
  • Heinz, S. (2020). Multimodale Wissensrepräsentation in der Fremdsprache: Lesestudie in der Sekundarstufe I und literaturdidaktische Zugänge im Sinne eines „multimodal approach to reading and teaching literature“. In T. Heinz, B. Brouër, M. S. Janzen, & J. Kilian (Eds.), Formen der (Re-)Präsentation fachlichen Wissens: Ansätze und Methoden für die Lehrerinnen- und Lehrerbildung in den Fachdidaktiken und den Bildungswissenschaften (pp. 93–120). Münster, New York: Waxmann.
  • Heinz, S., & Hesse, M. (2018). Literatur unterrichten. In C. Lütge (Ed.), Englisch Methodik: Handbuch für die Sekundarstufe I und II (2 ed., pp. 85–106). Berlin: Cornelsen.
  • Heinz, S., Hesse, M., & Lütge, C. (Eds.) (2012). Poetry: Express yourself. Praxis Englisch. (5).
  • Hesse, M. (2002). Jugendliteratur als Schreiblehre: Untersuchungen zum Verhältnis von Lesen und Schreiben im Englischunterricht der Sekundarstufe I. Giessener Beiträge zur Fremdsprachendidaktik. Tübingen: Narr.
  • Hesse, M. (2009). Teenage fiction in the active English classroom (1. Aufl.). Uni-Wissen Anglistik, Amerikanistik. Stuttgart: Klett Lerntraining.
  • Hesse, M. (2016). The English teacher's handbook of youth literature: Why, what and how to read in the classroom (1. Aufl.). Stuttgart: Ernst Klett Sprachen GmbH.
  • Hollm, J. (Ed.) (2009). Literaturdidaktik und Literaturvermittlung im Englischunterricht der Sekundarstufe I. Koblenz-Landauer Studien zu Geistes-, Kultur- und Bildungswissenschaften: Vol. 5. Trier: WVT Wiss. Verl. Trier.
  • Israel, S. E., & Duffy, G. G. (Eds.) (2017). Handbook of research on reading comprehension (2 ed.). New York: Routledge. Retrieved from https://ebookcentral.proquest.com/lib/christianalbrechts/detail.action?docID=4773012
  • Koda, K. (2020). Theory-guided reading instruction in second-language classrooms. In N. Polat, T. Gregersen, & P. D. MacIntyre (Eds.), Research-driven pedagogy: Implications of L2A theory and research for the teaching of language skills (pp. 35–54). New York, NY: Routledge.
  • Krashen, S. D. (2004). The power of reading: Insights from the research (2 ed.). Westport, Conn., London: Libraries Unlimited.
  • Küster, L., Lütge, C., & Wieland, K. (Eds.) (2015). Literarisch-ästhetisches Lernen im Fremdsprachenunterricht: Theorie – Empirie – Unterrichtsperspektiven. Kolloquium Fremdsprachenunterricht: Vol. 52. Frankfurt a.M: Peter Lang GmbH Internationaler Verlag der Wissenschaften. Retrieved from https://doi.org/10.3726/978-3-653-04644-1
  • Lazar, G. (1993). Literature and language teaching: A guide for teachers and trainers. Cambridge teacher training and development.
  • Lütge, C. (Ed.) (2019). Grundthemen der Literaturwissenschaft: Literaturdidaktik. Grundthemen der Literaturwissenschaft. Berlin: De Gruyter.
  • Middeke, M., Müller, T., Wald, C., & Zapf, H. (Eds.) (2012). English and American studies: Theory and practice. Stuttgart, Weimar: Velag J.B. Metzler.
  • Nation, I. S. P., & Waring, R. (2020). Teaching extensive reading in another language. ESL & applied linguistics professional series. New York, London: Routledge.
  • Nünning, A., & Surkamp, C. (2016). Englische Literatur unterrichten 1: Grundlagen und Methoden (4. aktualisierte Auflage). Seelze-Velber: Klett/Kallmeyer.
  • Nuttall, C., & Alderson, J. C. (2012). Teaching reading skills in a foreign language (11 ed.). Macmillan books for teachers. Oxford: Macmillan.
  • O'Sullivan, E., & Rösler, D. (2013). Kinder- und Jugendliteratur im Fremdsprachenunterricht. Stauffenburg Einführungen. Tübingen: Stauffenburg Verlag.
  • Paran, A., & Robinson, P. C. (2016). Literature. Oxford: Oxford University Press.
  • Petersohn, R., & Volkmann, L. (2006). Shakespeare didaktisch I: Neue Perspektiven für den Unterricht. Stauffenburg-Handbücher: Vol. 8. Tübingen: Stauffenburg-Verl.
  • Watkins, P. A., & Thornbury, S. (2017). Teaching and developing reading skills. Cambridge handbooks for language teachers. Cambridge: Cambridge University Press.

Teaching Multimodal Texts: Films, Graphic Novels, Picturebooks

  • Anstey, M., & Bull, G. (2018). Foundations of multiliteracies: Reading, writing and talking in the 21st century. London: Routledge.
  • Baetens, J., & Frey, H. (2015). The graphic novel: An introduction. Cambridge introductions to literature. New York, NY: Cambridge University Press.
  • Bajor, S., & Heinz, S. (2014). Shakespeare Multimedial: The Sonnets App für Tablets. PRAXIS Fremdsprachenunterricht. (2), 4–7.
  • Barsam, R. M., & Monahan, D. (2018). Looking at movies: An introduction to film (6 ed.). New York: W.W. Norton & Company.
  • Bateman, J. A. (2014). Text and image: A critical introduction to the visual-verbal divide. London, New York: Routledge.
  • Blell, G., Kesper, M., & Surkamp, C. (Eds.) (2016). Film in den Fächern der sprachlichen Bildung. Film-Bildung-Schule: Band 2. Baltmannsweiler: SVH Schneider Verlag Hohengehren GmbH.
  • Blell, G., & Surkamp, C. (2016). (Fremd-)Sprachen lernen mit Film. Fremdsprachen Lehren und Lernen, 45(1), 8–32.
  • Boerman-Cornell, W., & Kim, J. (2020). Using graphic novels in the English language arts classroom. London: Bloomsbury Academic.
  • Bull, G., & Anstey, M. (2019). Elaborating multiliteracies with multimodal texts: Changing classroom practices and developing teacher pedagogies. London: Routledge.
  • Cary, S. (2004). Going graphic: Comics at work in the multilingual classroom. Portsmouth, N.H., Great Britain: Heinemann.
  • Cohn, N. (2013). Beyond speech balloons and thought bubbles: The integration of text and image. Semiotica, 197, 35–63.
  • Cohn, N. (2013). Navigating comics: An empirical and theoretical approach to strategies of reading comic page layouts. Frontiers in Psychology, 186(4), 1–15.
  • Cohn, N. (2013). The visual language of comics: Introduction to the structure and cognition of sequential images. Bloomsbury advances in semiotics. London: Bloomsbury Academic.
  • Cohn, N., Paczynski, M., Jackendoff, R., Holcomb, P. J., & Kuperberg, G. R. (2012). (Pea)nuts and bolts of visual narrative: Structure and meaning in sequential image comprehension. Cognitive Psychology, 65(1), 1–38.
  • Donaghy, K. (2015). Film in action: Teaching language using moving images. Delta teacher development series. Peaslake, Surrey: Delta Publishing.
  • Frey, N., & Fisher, D. (Eds.) (2008). Teaching visual literacy: Using comic books, graphic novels, anime, cartoons, and more to develop comprehension and thinking skills. Thousand Oaks, Calif.: Corwin; London.
  • Goldstein, B. (2008). Working with images: A resource book for the language class­room. Cambridge handbooks for language teachers. Cambridge: Cambridge University Press.
  • Goldstein, B., & Driver, P. (2015). Language learning with digital video. Cambridge handbooks for language teachers. Cambridge: Cambridge University Press.
  • Hecke, C., & Surkamp, C. (Eds.) (2010). Bilder im Fremdsprachenunterricht: Neue Ansätze, Kompetenzen und Methoden. Giessener Beiträge zur Fremdsprachendidaktik. Tübingen: Narr.
  • Heinz, S. (2010). African Americans in film: Driving Miss Daisy, Finding Forrester, In the heat of the night (1. Aufl.). Film im Englischunterricht. Stuttgart: Klett Sprachen.
  • Heinz, S. (2011). 9/11: Intertextuell und Multimedial: Walking between the Twin Towers. PRAXIS Fremdsprachenunterricht. (5), 4–7.
  • Heinz, S. (2012). Digitales Storytelling. PRAXIS Fremdsprachenunterricht. (6), 5–7.
  • Heinz, S. (2012). Kurzfilme vor Weihnachten: Förderung produktiver Kompetenz. PRAXIS Fremdsprachenunterricht. (6), 6–9.
  • Heinz, S. (2015). Digital shorties: Multimodales Schreiben praktikabel umsetzen. PRAXIS Fremdsprachenunterricht. (1), 9–17.
  • Heinz, S. (2018). Hör- und Hörsehverstehen. In S. Heinz, A. Riedel, & T. Riecke-Baulecke (Eds.), Basiswissen Lehrerbildung: Englisch unterrichten (pp. 116–132). Seelze: Klett/Kallmeyer.
  • Heinz, S. (2019). Digital life writing online: African American stories. Praxis Englisch. (4), 34–38.
  • Henseler, R., Möller, S., & Surkamp, C. (2011). Filme im Englischunterricht: Grundlagen, Methoden, Genres. Seelze: Klett/Kallmeyer.
  • Herrero, C., & Vanderschelden, I. (Eds.) (2019). Using film and media in the language classroom: Reflections on research-led teaching. New perspectives on language and education: Vol. 73. Bristol, Blue Ridge Summit: Multilingual Matters.
  • Jaffe, M., & Hurwich, T. (2019). Worth a thousand words: Using graphic novels to teach visual and verbal literacy (1st). San Francisco: Jossey-Bass.
  • Johnson, H., Mathis, J., & Short, K. G. (Eds.) (2019). Critical content analysis of visual images in books for young people. New York, NY: Routledge.
  • Kümmerling-Meibauer, B. (2018). The Routledge companion to picturebooks. Routledge Literature Companions. London: Routledge.
  • Lütge, C. (2012). Mit Filmen Englisch unterrichten (1. Aufl.). Scriptor Praxis - Englisch Sekundarstufe I/II. Berlin: Cornelsen Verl.
  • Lütge, C. (2018). Literatur und Film. In S. Heinz, A. Riedel, & T. Riecke-Baulecke (Eds.), Basiswissen Lehrerbildung: Englisch unterrichten (pp. 96–115). Seelze: Klett/Kallmeyer.
  • McCloud, S. (1994). Understanding comics: Invisible art. New York: William Morrow, an imprint of HarperCollins Publishers.
  • Monnin, K. (2010). Teaching graphic novels: Practical strategies for the secondary ELA classroom. Gainesville FL: Maupin House Pub.
  • Serafini, F. (2010). Reading multimodal texts: perceptual, structural, and ideological perspectives. Children's Literature in Education, 41(2), 85–104.
  • Serafini, F. (2014). Reading the visual: An introduction to teaching multimodal literacy. Language and Literacy series. New York: Teachers College Press.
  • Sherman, J. (2003). Using authentic video in the language classroom. Cambridge handbooks for language teachers. Cambridge: Cambridge University Press.
  • Silva Joyce, H. de, & Feez, S. (Eds.) (2019). Multimodality across classrooms: Learning about and through different modalities. Routledge studies in multimodality: Vol. 23. London, New York: Routledge.
  • Stempleski, S., & Tomalin, B. (2001). Film. Resource books for teachers. Oxford: Oxford University Press.
  • Tabachnick, S. E. (Ed.) (2014). Teaching the graphic novel (2. print.). Options for teaching: Vol. 27. New York: The Modern Language Association of America.
  • Vanderplank, R. (2016). Captioned media in foreign language learning and teaching: Subtitles for the deaf and hard-of-hearing as tools for language learning. New language learning and teaching environments. London: Palgrave Macmillan.
  • Walsh, M. P. (2005). Reading visual and multimodal texts: How is 'reading' different? Australian Journal of Language and Literacy, 29(1), 24–37.
  • Walsh, M. P. (2009). Pedagogic potentials of multimodal literacy. In L. Tan Wee Hin & R. Subramaniam (Eds.), Handbook of research on new media literacy at the K-12 level (pp. 32–47). Hershey, PA: IGI Global.
  • Walsh, M. P. (2010). Multimodal literacy: What does it mean for classroom practice? Australian Journal of Language and Literacy, 33(3), 211–239.

Assessment

  • Alderson, J. C. (2006). Diagnosing foreign language proficiency: The interface between learning and assessment. London, New York: Continuum.

  • Arendt, M. (2006). Beurteilung mündlicher Leistungen: Teil 2. Fremdsprachenunterricht, 3(4), 3–8.

  • Arendt, M. (2006). Beurteilung mündlicher Leistungen.: Teil 1. Fremdsprachenunterricht, 3(3), 3–10.

  • Beck, B., & Klieme, E. (Eds.) (2007). Sprachliche Kompetenzen: Konzepte und Messung: DESI-Studie (Deutsch Englisch Schülerleistungen International). Beltz-Pädagogik. Weinheim, Basel: Beltz Verlag.

  • Davidson, F., & Fulcher, G. (2007). The common European framework of reference (CEFR) and the design of language tests: A matter of effect. Language Teaching, 40(3), 231–241. https://doi.org/10.1017/S0261444807004351

  • Ellis, R., & Barkhuizen, G. P. (2005). Analysing learner language. Oxford applied linguistics. Oxford: Oxford University Press.

  • Hughes, A. (2020). Testing for language teachers (3 ed.). Cambridge language teaching library. Cambridge: Cambridge Univ. Press.

  • Tsagari, D., & Banerjee, J. (2016). Handbook of second language assessment (1. Aufl.). Handbooks of Applied Linguistics: v.12. Boston: De Gruyter. Retrieved from https://doi.org/10.1515/9781614513827

Intercultural, Transcultural and Global Learning

  • Bredella, Lothar & Werner Delanoy (eds.). 1999. Interkultureller Fremdsprachenunterricht. Tübingen: Narr.

  • Byram, Michael & Adam Nichols & Michael Stevens (eds.) 2001. Developing Intercultural Competence in Practice. Clevedon: Multilingual Matters.

  • Byram, Michael. 1997. Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Matters.

  • Edmondson, Willis & Juliane House. 1998. “Interkulturelles Lernen: Ein Überflüssiger Begriff.” Zeitschrift für Fremdsprachenforschung 9/2, 161-188.

  • Heinz, Susanne. 2012. Britishness Redefined?: Ethnic Groups in the UK: Schülerbuch. Paderborn: Schöningh.

  • Heinz, Susanne. 2013. Britishness Redefined?: Ethnic Groups in the UK: Lehrerbuch. Paderborn: Schöningh.

  • Hu, Adelheid. 1999. “Interkulturelles Lernen - Eine Auseinandersetzung mit der Kritik an einem umstrittenen Konzept” Zeitschrift für Fremdsprachenforschung 10/2, 277-303.

  • Hunfeld, Hans. 1991. “Zur Normalität des Fremden.” Der Fremdsprachliche Unterricht 25/3, 50-52.

  • Kramsch, Claire. 1998. Language and Culture. Oxford: Oxford University Press.

  • Kramsch, Claire. 2009. The Multilingual Subject. Oxford: Oxford University Press.

  • Lütge, Christiane (ed.). 2015. Global Education: Perspectives for English Language Teaching. Münster: LIT.

  • Lütge, Christiane. 62017. “Lehr- und Lernmaterialien und Medien zum Aufbau Interkultureller Kompetenzen.“ In: Burwitz‐Melzer, Eva et al. (eds.): Handbuch Fremdsprachenunterricht. Tübingen: A. Franke: 456-459.

  • O'Dowd, Robert. 2006. Telecollaboration and the Development of Intercultural Communicative Competence. München: Langenscheidt.

  • Tomalin, Barry & Susan Stempleski. 1993. Cultural Awareness. Oxford: Oxford University Press.

  • Vogt, Karin. 2007. “Bewertung Interkultureller Kompetenzen: Die Quadratur des Kreises?“ PRAXIS Fremdsprachenunterricht 6, 7-11.

  • Vogt, Karin. 2016. “Die Beurteilung interkultureller Kompetenz im Fremdsprachenunterricht oder: ‘Testing the Untestable?‘“ Zeitschrift für Fremdsprachenforschung 27/1, 77-98.

From Technological Enhanced Language Learning (TELL) to Mobile Enhanced Language Learning and Teaching (MELLT)

  • Becker, Carmen & Gabriele Blell & Andrea Rösler (eds.). 2016. Web 2.0 und Komplexe Kompetenzaufgaben im Fremdsprachenunterricht. Frankfurt am Main: Peter Lang Edition.

  • Berge, Zane L. & Lin Y. Muilenberg (eds.). 2013. Handbook of Mobile Learning. New York: Routledge.

  • Blell, Gabriele & Rita Kupetz (eds.). 2005. Fremdsprachenlernen zwischen Medienverwahrlosung und Medienkompetenz. Beiträge zu einer kritisch-reflektierten Mediendidaktik. Frankfurt a.M.: Lang.

  • Chapelle, Carol A. 2001. Computer Applications in Second Language Acquisition. Cambridge: Cambridge University Press.

  • Conacher, Jean E. & Helen Kelly-Holmes (eds.). 2007. New Learning Environments for Language Learning. Moving Beyond the Classroom? Frankfurt a.M.: Lang.

  • Dudeney, Gavin & Nicky Hockly & Mark Pegrum. 2013. Digital Literacies. Research and Resources in Language Teaching. Harlow, England: Pearson.

  • Dudeney, Gavin. 2007. The Internet and the Language Classroom - A Practical Guide for Teachers. Cambridge: Cambridge University Press.

  • Eagleton, Maya B. &  Elizabeth Dobler. 2007. Reading the Web. Strategies for Internet Inquiry. New York: Guilford Press.

  • Eastment, David. 1999. The Internet and ELT - The Impact of the Internet on English Language Teaching. Oxford: Summertown.

  • Heim, Katja & Markus Ritter. 2012. Teaching English: Computer-Assisted Language Learning. Paderborn: Schöningh.

  • Heinz, Susanne. 2012. “Digitales Storytelling.“ PRAXIS Fremdsprachenunterricht 6, 5-7.

  • Heinz, Susanne. 2013. “Digitale Bildungsmedien im Bereich Englisch als Fremdsprache: die Lehrerplattform 4teachers.“ In: Matthes, Eva & Sylvia Schütze Sylvia & Werner Wiater (eds.). Digitale Bildungsmedien in der Schule. Bad Heilbrunn: Klinkhardt: 88-102.

  • Heinz, Susanne. 2013. “Lernen und Lehren Digital im Fach Englisch: Notwendige Kriterien für den sinnvollen Rückgriff auf Bildungsangebote, Best Practice und Bedarfsanalyse zukünftiger Fremdsprachenlehrender.“ SEMINAR - Lehrerbildung und Schule 3, 79-90.

  • Heinz, Susanne. 2013. “Medienkompetenz: Didaktisches Lexikon.“ PRAXIS Fremdsprachenunterricht (Basisheft) 1, 15–16.

  • Heinz, Susanne. 2013. “Mobile Reading.“ PRAXIS Fremdsprachenunterricht (Englisch) 1, 14–16.

  • Heinz, Susanne (ed.). 2013. “Themenheft Mobiles Lernen“. PRAXIS Fremdsprachenunterricht 1.

  • Heinz, Susanne. 2014. “Mobiles Lernen mit Tablet: Mobile Schulen, Mobile Lehrende = Mobiler Fremdsprachenunterricht?“. In: Fäcke, Christiane & Martina Rost-Roth & Engelbert Thaler (eds). Sprachenausbildung - Sprachen bilden aus - Bildung aus Sprachen. Dokumentation zum 25. Kongress für Fremdsprachendidaktik der Deutschen Gesellschaft für Fremdsprachenforschung (DGFF). Hohengehren: Schneider: 229-239.

  • Mayer, Richard. E. (ed.). 2014. The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press.

  • Plass, Jan. L. et al. 2003. “Cognitive Load in Reading a Foreign Language Text with Multimedia Aids and the Influence of Verbal and Spatial Abilities.” Computers in Human Behavior 19, 221-243. 

  • Rüschoff, Bernd. 1995. “Technologiegestützte Lernsysteme und Datenbanken und Untersuchungen zu Spracherwerbs- und Sprachverstehensstrategien.“ Die Neueren Sprachen 94/5, 555-569. 

  • Rüschoff, Bernd. 1999. “Wissenskonstruktion als Grundlage Fremdsprachlichen Lernens.“ Fremdsprachen Lehren und Lernen 28, 32-43. 

  • Rüschoff, Bernd & Wolff, D. 1999. Fremdsprachenlernen in der Wissensgesellschaft. Zum Einsatz neuer Technologien in Schule und Unterricht. Ismaning: Max Hueber.

  • Warschauer, Mark. 2006. Laptops and Literacy: Learning in the Wireless Classroom. New York: Teachers College Press.

  • Warschauer, Mark. 2011. Learning in the Cloud: How (and why) to Transform Schools with Digital Media. New York: Teachers College Press.

  • Warschauer, Mark & Richard Kern (eds). 2000. Network-Based Language Teaching: Concepts and Practice. Cambridge, New York: Cambridge University Press.

  • Warschauer, Mark & D. Healey. 1998. “Computers and Language Learning: an Overview.” Language Teaching 31, 51-71. 

Multiliteracies and Multimodality

  • Cole, D. R., & D. L. Pullen (eds.). 2010. Multiliteracies in Motion: Current Theory and Practice. New York: Routledge.

  • Cope, B., & M. Kalantzis (eds.). 2000. Multiliteracies. Literacy Learning and the Ddesign of Social Futures. London: Routledge.

  • Bezemer, Jeff & G. Kress. 2016. Multimodality, Learning and Communication: A Social Semiotic Frame. Milton Park, Abingdon, Oxon: Routledge.

  • Elsner, Daniela & Sissy Helff &  Britta Viebrock (eds.). 2013. Films, Graphic Novels & Visuals. Developing Multiliteracies in Foreign Language Education - An Interdisciplinary Approach. Münster: LIT-Verlag.

  • Hallet, Wolfgang. 2010. “Fremdsprachliche Literacies.” In: W. Hallet & F. G. Königs (eds.), Handbuch Fremdsprachendidaktik. Seelze-Velber: Klett Kallmeyer, 66-70.

  • Hallet, Wolfgang. 2013. “Multimodale Jugendromane und Autobiografisches Erzählen im Fremdsprachenunterricht.“ In: A. Grünewald & J. Plikat, & K. Wieland (eds.), Bildung-Kompetenz - Literalität: Fremdsprachenunterricht zwischen Standardisierung und Bildungsanspruch. Seelze: Klett-Kallmeyer: 138-149.

  • Hallet, Wolfgang. 2015. “Teaching Multimodal Novels.” In: W. Delanoy & M. Eisenmann, & F. Matz (eds.), Learning with Literature in the EFL Classroom. Frankfurt a. M: Peter Lang: 283-298.

  • Hubbard, Philip (ed.). 2009. Computer Assisted Language Learning: Critical Concepts in Linguistics (Vol. 1). London: Routledge.

  • Jewitt, Carey (ed.). 2011. The Routledge Handbook of Multimodal Analysis. London, New York: Routledge.

  • Jewitt, Carey. 2014. “Different Approaches to Multimodality.” In: C. Jewitt (ed.). The Routledge Handbook of Multimodal Analysis. Milton Park, Abington, Oxon: Routledge: 31-43.

  • Jewitt, Carey (ed). 22014. The Routledge Handbook of Multimodal Analysis. London, New York: Routledge.

  • Jewitt, Carey & Jeff Bezemer & Kay O’Halloran. 2016. Introducing Multimodality. London: Routledge.

  • Kramsch, Claire & R. W. Andersen. 1999. “Teaching Text and Context through Multimedia.” Language Learning & Technology 2/2, 31-42. 

  • Kress, Gunther. 2010. Multimodality: a Social Semiotic Approach to Contemporary Communication. Milton Park, Abington, Oxon: Routledge.

  • Kress, Gunther. 2012. “Multimodal Discourse Analysis.” In: James Paul Gee & Michael Handford (eds.), The Routledge Handbook of Discourse Analysis. London: Routledge: 35-50.

  • Mayer, Richard. E. 2008. “Multimedia Literacy.” In: J. Coiro & M. Knobel & C. Lankshear & D. J. Leu (eds.). Handbook of Research on New Literacies. New York: Routledge: 359-376.

  • Stein, Pippa. 2007. Multimodal Pedagogies in Diverse Classrooms. London: Routledge.

  • Stein, Pippa. 2008. “Multimodal Instructional Practices.” In: J. Coiro & M. Knobel & C. Lankshear & D. J. Leu (eds.). Handbook of Research on New Literacies. New York: Routledge: 871-898.

  • Unsworth, Len & C. Cléirigh. 2011. “Multimodality and Reading: the Construction of Meaning through Image-Text Interaction.” In: C. Jewitt (ed.). The Routledge Handbook of Multimodal Analysis. London, New York: Routledge: 151-163.

  • Unsworth, Len. 2008. “Multiliteracies and metalanguage: Describing image/text relations as a resource for negotiating multimodal texts.” In: J. Coiro & M. Knobel & C. Lankshear & D. J. Leu (eds.). Handbook of Research on New Literacies. New York: Routledge: 377-405.

  • Walsh, Maureen Patricia. 2005. Reading Visual and Multimodal Texts: How is 'Reading' different? Paper Presented at the Multiliteracies & English Teaching K-12 in the Age of Information & Communication Technologies 2004. Armidale: Australia. 

  • Wyatt-Smith, Claire & J. Elkins. 2008. “Multimodal Reading and Comprehension in Online Environments.” In: J. Coiro & M. Knobel & C. Lankshear & D. J. Leu (eds.). Handbook of Research on New Literacies. New York: Routledge: 899-940.

Content and Language Integrated Learning (CLIL)

  • Bach, Gerhard & Susanne Niemeier (eds.). 2005. Bilingualer Unterricht: Grundlagen, Methoden, Praxis, Perspektiven. Frankfurt a.M.: Peter Lang.

  • Ball, Phil & Keith Kelly & John Clegg. 2015. Putting CLIL into Practice. Oxford: Oxford U Press.

  • Blell, Gabriele & Rita Kupetz (eds.). 2005. Bilingualer Sachfachunterricht und Lehrerausbildung für den Bilingualen Unterricht. Frankfurt a.M.: Lang.

  • Burmeister, Petra & Ute Massler. 2010. CLIL und Immersion. Fremdsprachlicher Sachfachunterricht in der Grundschule. Braunschweig: Westermann.

  • Butzkamm, Wolfgang & John A. W. Caldwell. 2009.The Bilingual Reform a Paradigm Shift in Foreign Language Teaching. Tübingen: Narr.

  • Caspari, Daniela et al. (eds.). 2007. Bilingualer Unterricht macht Schule. Beiträge aus der Praxisforschung. Frankfurt a.M.: Lang.

  • Coyle, Do & Philip Hood & David Marsh. 2010. CLIL. Content and Language Integrated Learning. Cambridge, UK, New York: Cambridge University Press.

  • Doff, Sabine (ed). 2010. Bilingualer Sachfachunterricht in der Sekundarstufe. Eine Einführung. Tübingen: Narr (Narr-Studienbücher).

  • Heinz, Susanne. 2012. “The Romans in Britain: Ein Mini-CLIL-Projekt in Klasse 6-7.“ Praxis Englisch 3, 9-13.

  • Rymarczyk, Jutta. 2003. Kunst auf Englisch? München: Langenscheidt-Longman.

  • Wolff, Dieter. 2007. “Bilingualer Sachfachunterricht in Europa: Versuch eines systematischen Überblicks.“ Fremdsprachen Lehren und Lernen 36, 13-29.

Task-Based Language Learning

  • Ellis, Rod. 2003. Task-Based Language Learning and Teaching. Oxford: Oxford University Press.

  • Müller-Hartmann, Andreas & Marita Schocker-von Ditfurth (eds.). 2011. “Lernaufgaben: Kompetenzen entwickeln.” Der Fremdsprachliche Unterricht Englisch 45.

  • Müller-Hartmann, Andreas & Marita Schocker-von Ditfurth. 2011. Teaching English. Task-Supported Language Learning. Paderborn: Schöningh.

  • Müller-Hartmann, Andreas & Marita Schocker & Hans-Anand Pant (eds.). 2013. Lernaufgaben Englisch in der Praxis. Kompetenzentwicklung in der Sek. I. Braunschweig: Diesterweg.

  • Nunan, David. 1989. Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press.

  • Van den Branden, Kris (ed.). 2006. Task-Based Language Education. From Theory to Practice. Cambridge: Cambridge University Press.

  • Willis, Jane & Dave Willis. 2007. Doing Task-Based Teaching. Oxford: Oxford University Press.

Related Fields: Pedagogy, Psychology, Learning Sciences, Classroom Research

  • Felten, Michael & Elsbeth Stern. 2012. Lernwirksam Unterrichten. Im Schulalltag von der Lernforschung profitieren. Berlin: Cornelsen Scriptor.

  • Hattie, John & Gregory Yates. 2014. Visible Learning and the Science of How We Learn. London: Routledge.

  • Hattie, John & E. M. Anderman (eds.). 2013. The International Guide to Student Achievement. New York: Routledge.

  • Hattie, John. 2008. Visible Learning. A Synthesis of Meta-Analyses Relating to Achievement. London: Routledge.

  • Hattie, John. 2012. Visible Learning for Teachers. Maximizing Impact on Learning. London, New York: Routledge.

  • Helmke, Andreas. 2012. Unterrichtsqualität und Lehrerprofessionalität Diagnose, Evaluation und Verbesserung des Unterrichts. Seelze-Velber: Klett Kallmeyer.

  • Kalantzis, Mary & Bill Cope. 2012. Literacies. Cambridge: Cambridge University Press.

  • Laurillard, Diana. 2012. Teaching as a Design Science. Building Pedagogical Patterns for Learning and Technology. New York: Routledge.

  • Meyer, Hilbert. 2005. Was ist guter Unterricht? Berlin: Cornelsen.

  • Möller, Jens & Michaela Köller & Thomas Riecke-Baulecke (eds.). 2016. Basiswissen Lehrerbildung: Schule und Unterricht - Lehren und Lernen. Seelze: Kallmeyer.

  • Roth, Gerhard. 2011. Bildung braucht Persönlichlikeit. Wie Lernen gelingt. Stuttgart: Klett-Cotta.

  • Terhart, Ewald (ed.). 2014. Die Hattie-Studie in der Diskussion. Probleme sichtbar machen. Seelze-Velber: Klett/Kallmeyer.