“I have no special talents. I am only passionately curious.”Albert Einstein
Thanks for your curiosity and welcome to my website.
I knew at a very young age that I wanted to become a teacher. I made my younger siblings sit and listen while I wrote letters on a blackboard that our parents had put up for us in the living room. Gladly, my teaching style has considerably changed since then. Today I look back at many years of teaching English to speakers of other languages and training others to become English teachers. My passion for teaching, which has remained until this day, has been joined by a deep curiosity about theoretical and practical aspects of teaching and learning foreign languages.
After extensive and in-depth experience of teaching EFL learners at various age and proficiency levels at national and international educational institutions, I pursued an academic career as a researcher and teacher educator. My research encompasses all features of psychology of language learning and teaching as well as learner-centred teaching approaches, particularly the Austrian implementation of the Dalton Plan, cooperative open learning (COOL).
To promote professional exchange and networking, I started an international conference about language learning strategies (SSU), which has been hosted biennially at different locations across the globe. Besides numerous book chapters and journal articles, I have co-edited a volume about language learning strategies together with Rebecca L. Oxford, one of the most influential scholars in the field. I am currently co-editing another book entitled „Activating and Engaging Learners and Teachers: Perspectives for English Language Education“ and working on other projects.
In my teacher education courses, I apply problem-based and project-based approaches and facilitate the development of 21st century skills in addition to teaching and EFL skills. Furthermore, I regularly organise excursions to a school that implements a forward-thinking educational philosophy as an opportunity for pre-service teachers to explore different aspects of their future profession. I believe that the excursions broaden the students‘ pedagogical horizons, increase their methodological creativity, and support their professional wellbeing.