I. Dolzhenko and D. Rumlich, AfCeCdDfDc, CaCa CeCd CaDe [Verstehen, wie sie ticken]. Interview on CLIL conducted by Cd CeCbCdCaCe [Irina Dolzhenko] on behalf of sib.fm. sib.fm, 2017.

D. Rumlich, “CLIL theory and empirical reality – Two sides of the same coin?,” Journal of Immersion and Content-Based Language Education, vol. 5, no. 1, pp. 110–134, 2017.

D. Rumlich and S. Ahlers, “The rich environment of CLIL classes as an ideal setting for collaborative learning,” in Collaborative learning and new media, C. Ludwig and K. van de Poel, Eds. Frankfurt am Main, Germany: Lang, 2017, pp. 259–274.

D. Rumlich, Evaluating bilingual education in Germany: CLIL students’ general English proficiency, EFL self-concept and interest. Frankfurt am Main, Germany: Lang, 2016.

D. Rumlich, “Zur affektiv-motivationalen Entwicklung von Lernenden im bilingualen Sachfachunterricht,” in CLIL Revisited: Eine kritische Analyse des gegenwärtigen Standes des bilingualen Sachfachunterrichts, B. Rüschoff, J.-T. Sudhoff, and D. Wolff, Eds. Frankfurt am Main, Germany: Lang, 2015, pp. 309–330.

D. Rumlich, “Selbst(bestimmt) sind die Lernenden! Ideen und Methoden für eine studierendenzentrierte Lernveranstaltung.,” Diversität konkret, vol. 3, no. 1, pp. 1–28, 2015.

D. Rumlich, “Prospective CLIL and non-CLIL students’ interest in English (classes): A quasi-experimental study on German sixth-graders,” in Integration of theory and practice in CLIL, R. Breeze, C. Martínez Pasamar, C. Llamas Saíz, and C. Tabernero Sala, Eds. Amsterdam, Netherlands: Rodopi, 2014, pp. 75–95.

D. Rumlich, “The benefits of comics for language learning at the lower secondary level: A practical approach,” in Teaching comics in the foreign language classroom, C. Ludwig and F. E. Pointner, Eds. Trier, Germany: Wissenschaftlicher Verlag Trier, 2013, pp. 95–124.

D. Rumlich, “Students’ general English proficiency prior to CLIL: Empirical evidence for substantial differences between prospective CLIL and non-CLIL students in Germany,” in Content and language integrated learning (CLIL) in Europe, S. Breidbach and B. Viebrock, Eds. Frankfurt am Main, Germany: Lang, 2013, pp. 181–201.

N. Deane and D. Rumlich, “Using comics in the classroom - The obvious way of creating a favourable learning environment?,” in Medien und Interkulturalität im Fremdsprachenunterricht: Zwischen Autonomie, Kollaboration und Konstruktion, M. Eisenmann, M. Hempel, and C. Ludwig, Eds. Duisburg, Germany: Universitätsverlag Rhein-Ruhr, 2013, pp. 183–204.

L. Armbrust and D. Rumlich, “Tagungsbericht: Symposium für Promovierende der Fremdsprachen in der Endphase – xtquotedblEndspurt für Dis(s)orientiertextquotedbl,” Zeitschrift für Fremdsprachenforschung, vol. 23, no. 2, pp. 281–284, 2012.

D. Rumlich, “The effects of CLIL: Students’ linguistic accuracy in relation to internal and external learner variables,” in Language learning and language use, S. Kersten, C. Ludwig, D. Meer, and B. Rüschoff, Eds. Duisburg, Germany: Universitätsverlag Rhein-Rhuhr, 2012, pp. 115–127.

D. Rumlich, “(Sprach-)Tests in der Praxis: Die Studie eDevelopment Of North Rhine-Westphalian CLIL Students“(DENOCS).,” in Fremdsprachenunterricht empirisch erforschen. Grundlagen - Methoden - Anwendung, S. Doff, Ed. Tübingen, Germany: Narr, 2012, pp. 1693183.

D. Rumlich, “Learning English - the reading performance of a Japanese ‘SUE’ (successful user of English),” in Working papers in Applied Linguistics, L. Campbell, Ed. Hamilton, New Zealand, 2008, pp. 25–34.