I work as an English Language Lecturer and teacher trainer at the University of Trier in Germany. Alongside this, I am an ELT materials writer, producing materials for an English-learners magazine and two German publishers.
I hold a BA in Psychology and German Studies, an MA in German Studies and Translation, Trinity College London TESOL Diploma, and continue to attend further training workshops and courses as part of my commitment to professional development
Within the field of ELT, I have a wide range of interests, including EAP, writing & feedback, phonetics & phonology, translation, applied linguistics and materials. That’s why my blog is a ‘compendium’ with posts on all of these things, and more! I am also a founding member of and contributor to ELT Research Bites and a Joint Events Coordinator for IATEFL MaWSIG.
Note: I married and changed my surname in 2016, hence the different names in the lists below!
My published materials
- Maas, C. & Nathalie Russel, Go For It! B2 (Hueber Verlag, forthcoming)
- Since April 2017 “Collocations Games” in Spotlight Magazine.
- Fielder, C. & Stakenborg, C. Der Klassenarbeitstrainer: Englisch 7. Klasse Gymnasium (Schroedel, 2012) BUY IT HERE
- Fielder, C. & Stakenborg, C. LernPlus Englisch 7: Die Lernhilfe fürs Gymnasium (Schroedel: 2009) BUY IT HERE
- Fielder, C. & Stakenborg, C. Check-Up Englisch 7/8. (Schroedel: 2008) BUY IT HERE
- Fielder, C., “Receptivity to learner-driven feedback in EAP”, ELT Journal (online access 2016)
- Fielder, C., “Somebody’s Watching you – and me: two-way peer observation for CPD”, English Teaching Professional, issue 106 (September 2016), p. 53.
- Fielder, C., How effective is peer feedback on written work?” TEA SIG Newletter, issue 59 (Sept 2016), pp. 16-17.
- Fielder, C., “How to choose an ELT texbook”, EFL Magazine, September 2016. Web. Available here.
- Fielder, C., “Boreout: What it is and how to avoid it”, Modern English Teacher (July 2015), pp. 55-6.
- Fielder, C., “Learner-Directed Feedback: a useful tool for developing EAP writing and academic skills?”, in Pattison, T. (ed), IATEFL 2014 Harrogate Conference Selections (Faversham: IATEFL, 2015), pp. 191-194.
- Fielder, C., “(How) Should we inform learners of lesson and activity aims? An action research project conducted with young adults studying for an English Studies degree in a German university”, ELTED, vol 17 (2014), pp. 1-4. AVAILABLE HERE
- Fielder, C., “Are detailed objectives really necessary in lesson planning?”, The Teacher Trainer Journal, Vol 28/2, May 2014, pp. 18-20.
- Fielder, C., “Minding your Ps and Qs: Politeness in Business English”, English Teaching Professional, Issue 91, March 2014,pp. 51-53.
- Fielder, C., “Teacher-training versus reality: Are detailed objectives necessary in lesson plans?”, in T. Pattison (ed), IATEFL 2013: Liverpool Conference Selections (IATEFL, 2014), pp. 28-30.
- Fielder, C., “Positive Feedback in the English Language Classroom” Modern English Teacher (Oct 2011)
- Fielder, C., “Stating and Explaining Course, Lesson & Activity Objectives”, Teacher Development (Summer 2011), pp. 22-25
- Fielder, C. ‘On target with Grammar Tuition: To what extent should the target language be used to teach grammar to learners of English?’, English Teaching Matters, Vol 9 (2), 2008, pp. 6-8.
My conference presentations
- Fielder, C., “Teacher-training versus reality: Are detailed objectives necessary in lesson plans?”, Presentation at IATEFL Annual Conference, Liverpool, 5-8 April 2013.
- Fielder, C., “EAP Study Skills: Contrasting views on what/where/when/how” Presentation at IATEFL Annual Conference, Glasgow, 19- 23 March 2012.