Schnellzugriff
Schnellzugriff
Mag. Dr.
Ronald
KEMSIES
Hochschulprofessor für Didaktik der englischen Sprache (Schwerpunkt: Angewandte Sprachwissenschaft)

ronald.kemsies@phwien.ac.at

Raum: 1.1.018

Link PH-Online

Flagge Großbritannien

Adresse

Grenzackerstraße 18, 1100 Wien

Lehrveranstaltungen

  • ELT Foundations 2
  • Practicum Coaching, Materials Evaluation and Development
  • Technology Enhanced Language Learning
  • Mentoring M3 English
  • PELT Foundations: Reading and Writing

Aus- und Weiterbildung

  • Dr.phil. English and American Studies, Universität Wien (2016)
  • Mag. phil. UF Englisch (Teacher Education), Universität Wien (2006)

Beruflicher Werdegang

  • seit 2017: PH1 Hochschulprofessor für Didaktik der englischen Sprache, Schwerpunkt: Angewandte Sprachwissenschaft, Pädagogische Hochschule Wien
  • seit 2016: External lecturer, Anglistik und Amerikanistik (Universität Wien)
  • 2013-2017: PH2 Professor Fachdidaktik Englisch, Pädagogische Hochschule Wien
  • 2007-2008: External lecturer, Anglistik und Amerikanistik (Universität Wien)
  • 2006-2013 Gymnasiallehrer für Englisch

Publikationen

  • (In press) Kemsies, Ronald; Hellmayr, Georg. 2025. “Self-Assessment for Primary English Language Teachers in Europe”. In: ELT Journal 79. Oxford: Oxford University Press.
  • Kemsies, Ronald; Hellmayr, Georg. 2023. “Content and Language Integrated Learning ”. In: Language Education Programs. Berlin (et al.): Springer.
  • Kemsies, Ronald. 2022. “Peer Assessment bei der Planung einer Unterrichtssequenz”. In: Lehren, Lernen, Leistungsfeststellung – digital ermöglichen
  • Kemsies, Ronald. 2020. “Add and stir gently…”. Languages Today 3, 22-23.
  • Kemsies, Ronald; Hellmayr, Georg. 2019. “Real language in primary CLIL: insights from corpus linguistics”. In: Pattison, Tania (ed.). IATEFL 2019 Liverpool Conference Selections. Faversham: IATEFL, 162-164.
  • Kemsies, Ronald. 2016. “Frame-based instruction: Teaching polysemous nouns in the L2”. Yearbook of the German Cognitive Linguistics Association 4(1), 171-192.
  • Kemsies, Ronald; Dokalik-Jonak, Elisabeth. 2015. “The role of context in the TPRS classroom”. VENUE: Linköping University.
  • Kemsies, Ronald; Strasser, Thomas. 2014. “Heavy clouds, but no rain! Cloud trifft Schulserver”. L.A. Media.
  • Kemsies, Ronald; Oszwald, Robert. 2011. “New demands on the ELT horizon”. ELT News 65, 5-6.
  • Kemsies, Ronald. 2006. “A cognitive linguistic view of the ‘conceptual glorification’ of 9/11”. VIEWS 2(15), 36-57.
  • (Educational consultant) Abrams, James; Hadgraft, Jane. 2013. English in Context 7/8. Linz: Veritas Bildungsverlag.
  • (Educational consultant) Abrams, James; Williams, Steve. 2013. English in Context 6. Linz: Veritas Bildungsverlag.
  • (Educational consultant) Abrams, James; Williams, Steve. 2013. English in Context 5. Linz: Veritas Bildungsverlag.
  • Kemsies, Ronald; Oszwald, Robert. 2012. Kompetenzorientiertes Prüfen leicht gemacht. Linz: Veritas Bildungsverlag.

Projekte und Aktivitäten an der PH Wien

  • seit 2024: TEACHCOMP (What does it take to teach English in Austrian Primary Schools? – Establishing and validating a model of competences)
  • 2018-2022: SAPELTE – Self-Assessment for Primary English Language Teachers in Europe
  • 2018-2020: Erasmus+ ELAPSE (Embedding Languges Across Primary and Secondary Education)

Vorträge

  • Fighting the scroll of death. Applying instructional design in remote pre-service teacher education (SLTED 2022, Universität Wien, Österreich, 2022)
  • Grounded theory analysis as a basis for the implementation of authentic language in CLIL contexts (CLIL HET Conference, Trnava, Slovakia, 2021)
  • Authentic Language Use in Primary CLIL: A Corpus-based Study (CCLA 2020, Linz, Österreich, 2020)
  • Webinar with ELAPSE (Association for Language Learning, London, United Kingdom, 2020)
  • ELAPSE – Embedding Language Across Primary and Secondary Education (SALT Conference 2020, Glasgow, United Kingdom, 2020)
  • ELAPSE Launch Webinar (Association of Language Learning, London, United Kingdom, 2020)
  • CLIL experts: in conversation (Post-Primary Languages, Dublin, Ireland, 2020)
  • Authentic Language Use in Primary CLIL: a corpus-based analysis (53rd International IATEFL Conference and Exhibition, Liverpool, United Kingdom, 2019)
  • SAPELTA: Self-Assessment for Primary English Language Teachers in Austria (3. Jahrestagung zur Forschung der Pädagogischen Hochschulen im Verbund Nord-Ost, Pädagogische Hochschule Niederösterreich, Österreich, 2019)
  • SLA basics for storytelling in the EFL classroom (University of East Anglia, Norwich, United Kingdom, 2014)
  • Teaching polysemous nouns in the EFL classroom: a CL-based approach (5th UK Cognitive Linguistics Conference, Lancaster University, United Kingdom, 2014)
  • Team-teaching in the EFL classroom (Teaching assistants and mentor teachers – a networking experience, Pädagogische Hochschule Wien, Österreich, 2013)
  • Team-teaching in the EFL classroom (Teaching assistants and mentor teachers – a networking experience, Saalbach-Hinterglemm, Österreich, 2013)
  • A brief history of foreign language teaching (Teaching assistants and mentor teachers – a networking experience, Saalbach-Hinterglemm, Österreich, 2013)
  • Kompetenzorientiert prüfen leicht gemacht (Bundes ARGE: Neue Entwicklungen in Englisch in der AHS Oberstufe, Laaben, Österreich, 2011)
  • Cognitive Approaches to Narrative, Metaphor, Complex Tropes and Embodiment (Imagining Minds Conference, Universität Wien, 2008)

Zusatzqualifikationen

  • Certificate for Practising Teachers – Trainer Development, Trinity College London (2023)
  • Moodle Educator Certificate – Moodle Educator Competence, Moodle (2023)
  • Certificate for Practising Teachers – Teaching Young Learners, Trinity College London (2018)
  • Teaching Y0ung Learners, Norwich Institute for Language Education (2017)
  • Trainer Development,  Norwich Institute for Language Education (2017)

 

 

Flagge Großbritannien

Courses / Teaching activities

  • ELT Foundations 2
  • Practicum Coaching, Materials Evaluation and Development
  • Technology Enhanced Language Learning
  • Mentoring M3 English
  • PELT Foundations: Reading and Writing

Education and training

  • Dr.phil. English and American Studies, Universität Wien (2016)
  • Mag. phil. UF Englisch (Teacher Education), Universität Wien (2006)

Professional career / Work history

  • since 2017: Professor for Didactics of the English Language, Focus: Applied Linguistics, University of Education Vienna
  • since 2016: External Lecturer, English and American Studies (University of Vienna)
  • 2013-2017: University Professor for English Didactics, University College of Teacher Education Vienna
  • 2007-2008: External Lecturer, English and American Studies (University of Vienna)
  • 2006-2013: Secondary School Teacher for English as a foreign language

Publications

  • (In press) Kemsies, Ronald; Hellmayr, Georg. 2025. “Self-Assessment for Primary English Language Teachers in Europe”. In: ELT Journal 79. Oxford: Oxford University Press.
  • Kemsies, Ronald; Hellmayr, Georg. 2023. “Content and Language Integrated Learning ”. In: Language Education Programs. Berlin (et al.): Springer.
  • Kemsies, Ronald. 2022. “Peer Assessment bei der Planung einer Unterrichtssequenz”. In: Lehren, Lernen, Leistungsfeststellung – digital ermöglichen
  • Kemsies, Ronald. 2020. “Add and stir gently…”. Languages Today 3, 22-23.
  • Kemsies, Ronald; Hellmayr, Georg. 2019. “Real language in primary CLIL: insights from corpus linguistics”. In: Pattison, Tania (ed.). IATEFL 2019 Liverpool Conference Selections. Faversham: IATEFL, 162-164.
  • Kemsies, Ronald. 2016. “Frame-based instruction: Teaching polysemous nouns in the L2”. Yearbook of the German Cognitive Linguistics Association 4(1), 171-192.
  • Kemsies, Ronald; Dokalik-Jonak, Elisabeth. 2015. “The role of context in the TPRS classroom”. VENUE: Linköping University.
  • Kemsies, Ronald; Strasser, Thomas. 2014. “Heavy clouds, but no rain! Cloud trifft Schulserver”. L.A. Media.
  • Kemsies, Ronald; Oszwald, Robert. 2011. “New demands on the ELT horizon”. ELT News 65, 5-6.
  • Kemsies, Ronald. 2006. “A cognitive linguistic view of the ‘conceptual glorification’ of 9/11”. VIEWS 2(15), 36-57.
  • (Educational consultant) Abrams, James; Hadgraft, Jane. 2013. English in Context 7/8. Linz: Veritas Bildungsverlag.
  • (Educational consultant) Abrams, James; Williams, Steve. 2013. English in Context 6. Linz: Veritas Bildungsverlag.
  • (Educational consultant) Abrams, James; Williams, Steve. 2013. English in Context 5. Linz: Veritas Bildungsverlag.
  • Kemsies, Ronald; Oszwald, Robert. 2012. Kompetenzorientiertes Prüfen leicht gemacht. Linz: Veritas Bildungsverlag.

Projects and activities at the University College of Teacher Education Vienna

  • since 2024: TEACHCOMP (What does it take to teach English in Austrian Primary Schools? – Establishing and validating a model of competences)
  • 2018-2022: SAPELTE – Self-Assessment for Primary English Language Teachers in Europe
  • 2018-2020: Erasmus+ ELAPSE (Embedding Languges Across Primary and Secondary Education)

Lectures / Presentations

  • Fighting the scroll of death. Applying instructional design in remote pre-service teacher education (SLTED 2022, Universität Wien, Österreich, 2022)
  • Grounded theory analysis as a basis for the implementation of authentic language in CLIL contexts (CLIL HET Conference, Trnava, Slovakia, 2021)
  • Authentic Language Use in Primary CLIL: A Corpus-based Study (CCLA 2020, Linz, Österreich, 2020)
  • Webinar with ELAPSE (Association for Language Learning, London, United Kingdom, 2020)
  • ELAPSE – Embedding Language Across Primary and Secondary Education (SALT Conference 2020, Glasgow, United Kingdom, 2020)
  • ELAPSE Launch Webinar (Association of Language Learning, London, United Kingdom, 2020)
  • CLIL experts: in conversation (Post-Primary Languages, Dublin, Ireland, 2020)
  • Authentic Language Use in Primary CLIL: a corpus-based analysis (53rd International IATEFL Conference and Exhibition, Liverpool, United Kingdom, 2019)
  • SAPELTA: Self-Assessment for Primary English Language Teachers in Austria (3. Jahrestagung zur Forschung der Pädagogischen Hochschulen im Verbund Nord-Ost, Pädagogische Hochschule Niederösterreich, Österreich, 2019)
  • SLA basics for storytelling in the EFL classroom (University of East Anglia, Norwich, United Kingdom, 2014)
  • Teaching polysemous nouns in the EFL classroom: a CL-based approach (5th UK Cognitive Linguistics Conference, Lancaster University, United Kingdom, 2014)
  • Team-teaching in the EFL classroom (Teaching assistants and mentor teachers – a networking experience, Pädagogische Hochschule Wien, Österreich, 2013)
  • Team-teaching in the EFL classroom (Teaching assistants and mentor teachers – a networking experience, Saalbach-Hinterglemm, Österreich, 2013)
  • A brief history of foreign language teaching (Teaching assistants and mentor teachers – a networking experience, Saalbach-Hinterglemm, Österreich, 2013)
  • Kompetenzorientiert prüfen leicht gemacht (Bundes ARGE: Neue Entwicklungen in Englisch in der AHS Oberstufe, Laaben, Österreich, 2011)
  • Cognitive Approaches to Narrative, Metaphor, Complex Tropes and Embodiment (Imagining Minds Conference, Universität Wien, 2008)

Additional qualifications

  • Certificate for Practising Teachers – Trainer Development, Trinity College London (2023)
  • Moodle Educator Certificate – Moodle Educator Competence, Moodle (2023)
  • Certificate for Practising Teachers – Teaching Young Learners, Trinity College London (2018)
  • Teaching Y0ung Learners, Norwich Institute for Language Education (2017)
  • Trainer Development,  Norwich Institute for Language Education (2017)

 

 

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