Christine Schallmoser holds three MAs from the University of Vienna, in Hispanic Linguistics (2008), Teaching and Education with a focus on German and Spanish (2011), and German as a Foreign Language (2012).

She taught German at the Goethe-Institut in Buenos Aires and at the Vienna University of Technology before joining the German Department at King’s as an OeAD-Lektorin in 2011. She was appointed Language Co-ordinator in 2016 and became Lecturer in German Language Education in 2019.

Research interests

• Psychology of Language Learning and Teaching
• Inclusion and Decolonisation in Language Education
• Curriculum Design

Christine Schallmoser's research focuses on the psychology of language learning and teaching, and curriculum design in language education. Her work on curriculum design includes inclusive and decolonial approaches as well as the development of language provision for specific purposes.

Her recent project, Inclusion, Diversity and Decolonisation in the Modern Language Curriculum, was supported by King's Race Equity & Inclusive Education Fund (REIEF). Working with colleagues and undergraduate research assistants across the Department of Languages, Literatures and Cultures, the project foregrounds student–staff collaboration and explores students’ perspectives on inclusion and decolonisation. The findings informed the development of guidelines for inclusive and decolonial language module design.

Christine also collaborates with the University College of Teacher Education Vienna/Krems on an international project examining the role of emotions in the language classroom and how research findings can be translated into teaching practice. This work aims to contribute to a better understanding of how positive language-learning experiences may support engagement with modern languages in the UK. The project received AHRC funding through Language Acts and Worldmaking, part of the AHRC's Open World Research Initiative.

Teaching

Christine Schallmoser's teaching expertise spans sociolinguistics, translation, German language and culture, and cultural translation, with experience at both undergraduate and postgraduate level.

She currently teaches across a range of levels in the Department of Languages, Literatures and Cultures, including translation into German and advanced German language and culture, with a particular focus on socio-cultural topics, critical analysis, and journalistic writing. She also teaches a final-year seminar in which students explore topics in management, politics and economics through German.

She has been nominated multiple times for teaching awards and, in 2018, received the King's Academy Teaching Excellence Award for Sustained Excellence.

Expertise and public engagement

Christine Schallmoser contributes to educational practice through research, public engagement, and collaborative projects.

She has organised various international workshops on emotions in language learning and teaching, supported by the AHRC Open World Research Initiative Language Acts and Worldmaking.

In 2019, she collaborated with poet and artist Caroline Bergvall on a German-dialect translation for an exhibition on visible and invisible language borders at the Jüdisches Museum München.

Most recently, she contributed to the AHRC-funded project Liturgical and Literary Landscapes, working with local schools and Oundle School’s SCITT hub to develop KS3 German resources based on the legend of Oswald’s raven.

Selected publications

• Schallmoser, Christine, “Podcasts, Personas, and Policy: Creative Curriculum and Assessment Design in an Advanced Business German Course”, German as a Foreign Language, Special Issue (forthcoming)
• Resnik, Pia, Christine Schallmoser, and Jean-Marc Dewaele, “Approaches to Boost Foreign Language Learners’ Positive Emotions: A Qualitative Study on Learners’ and Teachers’ Perspectives in the Modern Foreign Language Context in England’’, Language Teaching Research 30, no. 6, (2026). 1-26.
• Schallmoser, Christine, and Pia Resnik, “Using Facebook as a Resource for e-Tandem Language Learning in Higher Education.” In Curriculum Design and Praxis in Language Teaching: A Globally Informed Approach, edited by Fernanda Carra-Salsberg, Maria Figueredo and Mihyon Jeon, Toronto: University of Toronto Press (2022). 213-224. 
• Resnik, Pia, and Christine Schallmoser, “Enjoyment as a Key to Success? The Effect of Tandem Language Learning on Students’ Foreign Language Enjoyment” Studies in Second Language Learning and Teaching 9, no. 3 (2019). 541-564. 
• Schallmoser, Christine, “Die Berichterstattung über das katalanische Autonomiestatut von 2006 in der deutschsprachigen Presse.“ Europa Ethnica, no. 3-4 (2008). 107-112.