Mildorf, J. (2024). The Interplay of Sound Tapestry and Music in the 1992 German Radio Play Adaptation of J.R.R. Tolkien’s The Lord of the Rings. In P. Verhulst &; J. Mildorf (Eds.), Word, Sound and Music in Radio Drama (1st ed., Vol. 21, pp. 275–292). Brill.

Mildorf, J. (2024). Word, Sound and Music in Radio Drama: An Introduction. In P. Verhulst &; J. Mildorf (Eds.), Word, Sound and Music in Radio Drama (1st ed., Vol. 21, pp. 1–15). Brill.

Verhulst, P., &; Mildorf, J. (Eds.). (2024). Word, Sound and Music in Radio Drama (1st ed., Vol. 21). Brill.

Matz, F., Rogge, M., &; Rumlich, D. (2023). Die mündliche Prüfung. Eine Einführung. Narr.

Mildorf, J., &; Ketteler, D. (2023). Writing as Narrative Resource in Therapeutic Settings: Diaries, Sketches, Notes. In J. Mildorf, E. Punzi, &; C. Singer (Eds.), Narrative and Mental Health Today: Reimagining Theory and Practice (1st ed., pp. 104–122). Oxford University Press.

Mildorf, J., Punzi, E., &; Singer, C. (Eds.). (2023). Narrative and Mental Health: Reimagining Theory and Practice (1st ed.). Oxford University Press.

Mildorf, J., Punzi, E., &; Singer, C. (2023). Narratives and Mental Health: An Introduction. In J. Mildorf, E. Punzi, &; C. Singer (Eds.), Narrative and Mental Health: Reimagining Theory and Practice (1st ed., pp. 1–12). Oxford University Press.

Strauß, S. (2023). Narrative Experiments with Medical Categorization and Normalization in B. S. Johnson’s House Mother Normal. In J. Mildorf, E. Punzi, &; C. Singer (Eds.), Narrative and Mental Health (pp. 190–206). Oxford University Press.

Jende, Y. K. (2023). Please Mind the Gap. Reconfiguring Solidarity through Space in Michael Nicoll Yahgulanaas’ Haida Manga Art. Solidarités. Réseaux – Convivialités – Confrontations/ Solidarities. Networks – Convivialities – Confrontations, 44. Annual Conference of the Association for Canadian Studies in German-Speaking Countries. Solidarités. Réseaux – Convivialités – Confrontations/ Solidarities. Networks – Convivialities – Confrontations, 44. Annual Conference of the Association for Canadian Studies in German-Speaking Countries, Grainau.

Mildorf, J. (2023). Life Storying in Oral History: Fictional Contamination and Literary Complexity (1st ed., Vol. 85). De Gruyter.https://doi.org/10.1515/9783111073101 

Mildorf, J. (2023). Dialogical Functions of You-Narration in Auto/Biography: Anne Harich’s “Wenn ich das gewußt hätte”: Erinnerungen an Wolfgang Harich (2007). Zagadnienia Rodzajów Literackich, 65(4–5), 69–81.https://doi.org/10.26485/ZRL/2022/65.4/5 

Hatavara, M., Hyvärinen, M., &; Mildorf, J. (2023). The Literary in Narrating Dramatic Life Experiences. In A. Ensslin, J. Round, &; B. Thomas (Eds.), The Routledge Companion to Literary Media (1st ed., pp. 137–147). Routledge.

Mildorf, J. (2023). Poeticity and Parody: The Literary Interview on Radio and Podcast. In A. Ensslin, J. Round, &; B. Thomas (Eds.), The Routledge Companion to Literary Media (1st ed., pp. 148–158). Routledge.

Hahn, C. A. (2023). Learning the pronunciation of segmental features of english phonology at german primary schools. LibreCat University.https://doi.org/10.17619/UNIPB/1-1802 

Mildorf, J. (2023). ‘I had a patient who’: Narratives of Vicarious Experience in GPs’ Discourse on Domestic Violence. In M. King &; T. Kindt (Eds.), Narrative Structure and Narrative Knowing in Medicine and Science (1st ed., Vol. 90, pp. 187–201). De Gruyter.

Mildorf, J. (2023). Reflections on Music in Fiction: Rose Tremain’s Music and Silence (1999), Julian Barnes’s The Noise of Time (2016) and Roger Scruton’s Perictione in Colophon (2000). Anglia, 141(4), 554–580.

Haekel, R., Butter, S., &; Mildorf, J. (2023). Introduction: Abstract Reflection in Contemporary Fiction. Anglia, 141(4), 489–496.

Abstract Reflection in Contemporary Fiction. (2023). In R. Haekel, S. Butter, &; J. Mildorf (Eds.), Anglia (Vol. 141, Issue 4, pp. 489–580).

Rumlich, D., Porsch, R., &; Brunsmeier, S. (2023). Beginn des Englischunterrichts aus Sicht von Eltern. Zeitschrift Für Fremdsprachenforschung, 34(2), 177–200.

Rumlich, D., Porsch, R., &; Brunsmeier, S. (2023). Starting early? Ergebnisse einer Elternbefragung zum Beginn des Englischunterrichts. Grundschule Englisch, 85, 36–37.

Tönnies, M. (2023). Christine Schwanecke: A Narratology of Drama: Dramatic Storytelling in Theory, History, and Culture from the Renaissance to the Twenty-First Century (Vol. 34, Issue 3, pp. 268–270).https://doi.org/ https://doi.org/10.33675/ANGL/2023/3/20 

Freudinger, M. (n.d.).https://dx.doi.org/10.3278/HSLT2301W__Persönlichkeit, Prokrastination und Prüfungsangst als Prädiktoren für Studienerfolg. Wer tritt am Semesterende zur Prüfung an? Die Hochschullehre.https://dx.doi.org/10.3278/HSLT2301W 

Mindt, I. (2022). Künstliche Intelligenz fachfremd mittels Open Educational Resources unterrichten. Wie das Flipped-Classroom-Format bei der Einbettung in die Lehre der Anglistik hilft. In D.-K. Mah &; T. Cordula (Eds.), Künstliche Intelligenz mit offenen Lernangeboten an Hochschulen lehren. Erfahrungen und Erkenntnisse aus dem Fellowship-Programm des KI-Campus. (pp. 22–36). LibreCat University.https://doi.org/10.5281/ZENODO.6673692 

Tönnies, M., Voigts, E., &; The German Society for Contemporary Theatre and Drama in English (Eds.). (2022). Twenty-First Century Anxieties: Dys/Utopian Spaces and Contexts in Contemporary British Theatre (Vol. 32). Walter deGruyter.

Tönnies, M., &; Flotmann-Scholz, C. (2022). Directing Pandemic Attention: Dystopian Corona Narratives and the Nation in British Media and Politics. Anglistik: International Journal of English Studies, 33(2), 257–272.

Tönnies, M., &; Voigts, E. (2022). Anger, Anxiety and Hope: The Complicit Realities and Engaged/ing Communities of Contemporary Briitsh Dys/Utopian Theatre. Twenty-First Century Anxieties: Dys/Utopian Spaces and Contexts in Contemporary British Theatre (CDE Studies), 32.

Mildorf, J. (2022). Durch Andere sich selbst erzählen: Figuren der Selbststilisierung in autobiographischen Schriften von Alan Bennett und Candia McWilliam. In C. Schachtner &; A. Drews (Eds.), Erzählte Welt: Sinnstiftung in Zeiten kultureller und politischer Umbrüche (1st ed., Vol. 9, pp. 167–194). Evangelische Akademie Loccum.

Strauß, S. (2022). “Elizabeth Grubgeld, Disability and Life Writing in Post-Independence Ireland”, Book Review. In European Journal of Life Writing (Vol. 11, pp. 29–34).

Fiege, A. S., &; Pape, S. (2022). Moodle in der Hochschullehre: Struktur durch HTML-Code. In T. Krähwinkel (Ed.), #MoodleKannMehr – nicht nur im Distanzunterricht!  (1st ed., pp. 76–78). Visual Ink Publishing.

Pape, S., Fiege, A. S., &; Mindt, I. (n.d.). Authentic Englishes.nrw – Developing and Using Interactive Teaching and Learning Materials on Varieties of English. In D. Wawra &; J. Rose (Eds.), Selected Papers from the 2021 Conference of the German Association for the Study of English: Vol. 33.2 (pp. 15–27). Universitätsverlag Winter.https://doi.org/10.33675/ANGL/2022/2/6 

Mildorf, J. (2022). Arzt-Patienten-Kommunikation und das Problem der Einverständniserklärung in Jeffrey Eugenides’ Roman Middlesex. In F. Steger (Ed.), Jahrbuch Literatur und Medizin (Vol. 13, pp. 59–76). Universitätsverlag Winter.

Mildorf, J. (2022). Charge mentale et violence domestique: une approche des récits de femmes en termes de small stories. In S. Patron (Ed.), Récits de la charge mentale des femmes: small stories II (pp. 43–62). Herrmann.

Rumlich, D. (2022). Exploring the importance of prior knowledge and verbal cognitive abilities for foreign language learning. In T. Piske &; A. Steinlen (Eds.), Cognition and second language acquisition (pp. 219–244). Narr Francke Attempto.

Meer, P., Hartmann, J., &; Rumlich, D. (2022). Attitudes of German high school students toward different varieties of English. Applied Linguistics, 43(3), 538–562.https://doi.org/10.1093/applin/amab046 

Rumlich, D. (2022). Weniger Kompetenz, mehr Resonanz. Contra Position. Fremdsprachen Lehren Und Lernen, 51(2), 121.

Ehland, C. (2022). ’The Continent is Isolated‘. Britische Europavorstellungen zwischen Mythos und Wahrheit. In P. M. Lützeler (Ed.), Die Europäische Union: Konfusion und Vision: Interdisziplinäre Fragestellungen (pp. 63–79). Böhlau.

Jende, Y. K. (2022). Out of the Box and into the Gutter. Rethinking Space in Michael Nicoll Yahgulanaas’ Haida Manga Art. Artistic Practices of (Un-)Making Place, International and Interdisciplinary Conference. Artistic Practices of (Un-)Making Place, International and Interdisciplinary Conference, University of Innsbruck.

Hahn, C. A., &; Mindt, I. (2022). Introduction: English Linguistics, Learners and the Classroom. Anglistik, 33(2), 11–14.https://doi.org/10.33675/angl/2022/2/5 

Rumlich, D., &; Matz, F. (2022). Nachwuchs-Café (reloaded): Standortbestimmungen. In E. Wilden, L. Alfes, K. F. Cantone, &; D. Reimann (Eds.), Standortbestimmungen in der Fremdsprachenforschung. Bielefeld.

Ehland, C. (2022). Splendid Consultation: Jochen Buchsteiner reports on Brexit and Britain. In C. Berberich (Ed.), Brexit and the Migrant Voice (pp. 104–121). Routledge.

Tönnies, M. (2021). Constructions of a National Threat: Contextualising the Rhetorical Management of the COVID-19 Pandemic in Britain. In P. Jacobi &; A. Pankratz (Eds.), Mentalities and Materialities: Essays in Honour of Jürgen Kamm (pp. 149–163). Königshausen &; Neumann.

Siepmann, P., Rumlich, D., Matz, F., &; Römhild, R. (2021). Attention to diversity in German CLIL classrooms: Multi-perspective research on students’ and teachers’ perceptions. International Journal of Bilingual Education and Bilingualism, (ahead of print).https://doi.org/10.1080/13670050.2021.1981821 

Bilingualer Unterricht. Aktuelle Herausforderungen und neue Chancen. (2021). In B. Diehr &; D. Rumlich (Eds.), Fremdsprachen Lehren und Lernen (Vol. 50, Issue 1).https://doi.org/10.2357/FLuL-2021-0001 

Rumlich, D., Matz, F., &; Juchem-Grundmann, C. (2021). Freies Format 2: Nachwuchs-Café (reloaded): Auf dem Weg zur Professur... In M. Eisenmann &; J. Steinbock (Eds.), Sprache, Kulturen, Identitätenf: Umbrüche durch Digitalisierung: 28. Kongress der Deutschen Gesellschaft für Fremdsprachenforschung. Würzburg, 25.-28. September 2019 (pp. 347–350). Schneider Verlag Hohengehren.

Kersting, J., &; Geierhos, M. (2021). Towards Aspect Extraction and Classification for Opinion Mining with Deep Sequence Networks. In R. Loukanova (Ed.), Natural Language Processing in Artificial Intelligence -- NLPinAI 2020 (Vol. 939, pp. 163--189). Cham: Springer.https://doi.org/10.1007/978-3-030-63787-3_6 

Tönnies, M., &; Schlieper, H. (Eds.). (2021). Gattung und Geschlecht: Konventionen und Transformationen eines Paradigmas (Vol. 21). Harrassowitz.

Tönnies, M. (2021). The Black British Bildungsroman: Gender-specific Plot Models? In M. Tönnies &; H. Schlieper (Eds.), Gattung und Geschlecht: Konventionen und Transformationen eines Paradigmas (Vol. 21, pp. 235-263.). Harrassowitz.

Diehr, B., &; Rumlich, D. (2021). Bilingualer Unterricht. Aktuelle Herausforderungen und neue Chancen: Zur Einführung in den Themenschwerpunkt [koordiniert von B. Diehr &; D. Rumlich]. Fremdsprachen Lehren Und Lernen, 50(1), 3–14.https://doi.org/10.2357/FLuL-2021-0001 

Rumlich, D. (2021). Review of Liss Kerstin Sylvén (Ed.). (2019). Investigating content and language integrated learning. Insights from Swedish high schools. Journal of Immersion and Content-Based Language Education, 9(1), 150–154.https://doi.org/10.1075/jicb.20026.rum 

Mindt, I. (2021). “There”. Die Verwendung von here” im authentischen Englisch, im Englisch von Lernenden und in Schulbüchern. In C. Bürgel, P. Gévaudan, &; D. Siepmannn (Eds.), Sprachwissenschaft und Fremdsprachendidaktik: Konstruktionen und Konstruktionslernen (Vol. 119, pp. 39–55). Stauffenburg.