• since 10/2022 Research Associate at the Department of Latin Philology and Didactics of Classical Languages (Chair: Prof. Dr. Peter Kuhlmann).
• since 10/2025 Research Associate in the EU-funded project Innovative and Inclusive Instruments for European Latin Linguistic Assessment (IN-EULALIA).
• since 10/2025 Research Associate at the Chair of Empirical Educational Research, with a focus on School and Classroom Research (Chair: Prof. Dr. Ariane S. Willems).
• 03/2025 Completion of the certificate programme Interculturality and Multilingualism / German as a Foreign and Second Language (ZIMD).
• 08/2024 to 12/2024 Research Assistant at the Fachverband Deutsch als Fremd- und Zweitsprache e.V.
• 02/2024 Completion of the Certificate in Higher Education Didactics at the University of Göttingen.
• 04/2021 to 09/2022 Lecturer (50%) at the Department of Latin Philology and Didactics of Classical Languages.
• 08/2015 to 09/2017 and 08/2018 to 03/2020 Student Research Assistant at the Department of Classical Philology and in Collaborative Research Centre 1136 "Education and Religion in Cultures of the Mediterranean and its Environment from Antiquity to the Middle Ages and Classical Islam".
• 10/2014 to 10/2020 Studies in Latin and English Philology (Master of Education) at the University of Göttingen and Durham University, United Kingdom.

Multilingualism and Language Sensitivity in Tertiary Language Education (MuST)
Applicants: Dr. Sophie K. Maas, Patricia L. Morris, Svenja Dehler
Funding body: Central Academic Institution for Teacher Education (ZEWIL)
Funding programme: Special Interest Group (SIG)
Project duration: 2026–2027 (starting in October 2026)

• Finance and budget planning, particularly student assistant contracts, tutorials, teaching assignments and study quality funds
• Learning platform ILIAS (development, revision and instructional planning)
• Departmental board meetings (planning and minutes)

• since 07/2026: Member of the appointment committee for the W2 Professorship in Sports Pedagogy and Sports Didactics at the University of Göttingen
• since 07/2026: Member of the Graduate Committee of the Faculty of Social Sciences, representing postdoctoral researchers
• since 10/2021: Representative of academic mid-level staff and member of the board of the Department of Classical Philology, Faculty of Humanities
• 02/2026 to 11/2026: Member of the ZEWIL Research Concept Working Group
• 10/2023 to 09/2026: Member of the Doctoral Committee of the Faculty of Humanities, doctoral researcher group

• Coordination and implementation of YLAB projects (Humanities Student Laboratory)
• since summer semester 2022: Examination of state supplementary Latin proficiency examinations (Latina)

Memberships

• since 2026: Central Academic Institution for Teacher Education (ZEWIL)
• since 2025: Association for Empirical Educational Research (AEPF)
• since 2025: Society for the Didactics of Latin and Greek (GDLG)
• since 2022: German Society for Foreign Language Research (DGFF)
• since 2019: Lower Saxony Association of Classical Philologists (NAV)
• since 2017: Göttingen Friends of Ancient Literature

Reviewing Activities

• since 2026: Reviewer for the academic journals FC (Forum Classicum) and Pegasus-Onlinezeitschrift
• since 2026: Reviewer for the educational journal BzL (Beiträge zur Lehrerinnen- und Lehrerbildung)

Conference Papers and Academic Presentations

• Maas, S. K. (2026, October 08). Empirical Knowledge Generation in Classical Language Didactics: Quantitative Approaches Using Subject-Specific Vocabulary in Latin Instruction as an Example in the Post-Truth Society. Paper presented at the conference 'Standards – Margins – New Horizons III. 'Knowing' in a Post-Truth Society? Methods of Knowledge (Co-)Construction in the 21st Century across Disciplines', Bielefeld.
• Maas, S. K. & Willems, A. S. (2026, September 30). Heterogeneous Learning Conditions in Foreign Language Education: Cross-Subject Relationships between German and the Second Foreign Language. Paper presented at the 90th Conference of the Association for Empirical Educational Research, Bielefeld.
• Maas, S. K. (2026, September 04). Heterogeneous Learning Conditions in Latin Instruction: How Are Students' Motivational and Cognitive Characteristics Related in Latin? Paper presented at the Third GDLG Colloquium for Early-Career Researchers in Classical Languages, Bielefeld.
• Maas, S. K. & Willems, A. S. (2026, March 18). How Can Subject-Specific German Vocabulary Knowledge Be Assessed in Latin Instruction? Paper presented as part of the symposium 'Classical Languages in the Face of New Societal and Technological Challenges – Empirical Research on Latin Instruction' at the 13th Congress of the Society for Empirical Educational Research, Munich.
• Maas, S. K. (2025, December 03). Students' Subject-Specific German Vocabulary Skills in Latin Instruction. A Quantitative Cross-Sectional Study on the Difficulty of German Vocabulary Meanings in Latin Textbooks and Classroom Practice. Poster presented at the ZEWIL Research Day, Göttingen.
• Maas, S. K., Willems, A. S. & Kuhlmann, P. (2025, September 23). How Can Students' German Vocabulary Skills in Latin Be Assessed? Paper presented at the 89th Conference of the Association for Empirical Educational Research, Essen.
• Maas, S. K. (2025, September 01). How Do Individual Student Characteristics Influence German Vocabulary Skills in Latin Instruction? Paper presented at the Annual Conference of the Society for Subject Didactics, Saarbrücken.
• Maas, S. K. (2025, August 29). How Difficult Are the German Vocabulary Meanings of Latin Words for Today's Learners? Paper presented at the GDLG Colloquium for Early-Career Researchers in Classical Languages, Jena.
• Maas, S. K. (2025, February 11). Latin Vocabulary – Thinking in German? A Quantitative Cross-Sectional Study on the Comprehensibility of German Vocabulary Meanings in Latin Textbooks and Classroom Practice. Paper presented at the GDLG Research Meets School Colloquium, online.
• Maas, S. K. (2024, November 13). Latin Vocabulary – Thinking in German?! A Quantitative Cross-Sectional Study on the Comprehensibility of German Vocabulary Meanings in Latin Textbooks and Classroom Practice. Poster presented at the ZEWIL Research Day, Göttingen.
• Maas, S. K. (2024, September 03). Latin Vocabulary – Thinking in German? An Empirical Analysis of German Vocabulary Definitions for Latin Words in Schools. Paper presented at the GDLG Colloquium for Early-Career Researchers in Classical Languages, Göttingen.
• Maas, S. K. (2024, April 03). (Un)Comprehensibility of German Vocabulary Definitions in the Learning Vocabulary of Latin Textbooks and Classroom Practice. Short presentation as part of the Didactics Slam at the DAV Congress, Wuppertal.
• Maas, S. K. (2023, March 16). A Quantitative Cross-Sectional Survey on the (In)Comprehensibility of German Vocabulary Definitions in Language-Sensitive Latin Instruction. Paper presented at the DGFF Early-Career Research Conference, Münster.
• Maas, S. K. (2022, February 21). Language-Sensitive Latin Instruction. The (In)Comprehensibility and Misinterpretation of German Vocabulary Meanings in the Learning Vocabulary of Latin Textbooks and Classroom Practice. Paper presented at the DACH Early-Career Research Academy of PH Tirol, online.
• Maas, S. K. & Korn, M. (2019, April 05). Literacies in Classical Language Education. Paper presented at the conference 'Standards – Margins – New Horizons. Teaching Language and Literature in the 21st Century', Bielefeld.

Invited Workshops

• Maas, S. K. (2025, September 26). Students' German Vocabulary Skills and Their Relevance for Language-Sensitive Latin Instruction. Workshop at the Annual Conference of the Lower Saxony Association of Classical Philologists in Aurich.
• Maas, S. K. (2023, September 29). Language-Sensitive Vocabulary Teaching. Workshop at the Annual Conference of the Lower Saxony Association of Classical Philologists in Meppen.
• Maas, S. K. (2023, January 20). Latin Vocabulary – Thinking in German. A Quantitative Cross-Sectional Survey on the (In)Comprehensibility of German Vocabulary Definitions in Language-Sensitive Latin Instruction. Invited workshop as part of the professional development course 'Vocabulary Competence as a Key Area of Latin Instruction – Research Findings, Challenges, Didactic and Methodological Guidelines' at the Institute for Quality Development in Schools Schleswig-Holstein, online.
• Maas, S. K. (2022, March 31). Selected Dimensions of Language-Sensitive Latin Instruction – Insights from Research and Their Relevance for Classroom Practice. Invited presentation as part of the professional development course 'Two Achievement Levels – One Learning Group: How Does It Work? School Project on Achievement Differentiation in Latin at an Integrated Comprehensive School' at the Rhineland-Palatinate State Pedagogical Institute in Speyer.
• Maas, S. K. (2021, September 17). Language-Sensitive Vocabulary Teaching. Workshop at the Annual Conference of the Lower Saxony Association of Classical Philologists in Hanover.

Monograph

• Maas, S. K. (2026a). Fachspezifische deutsche Wortschatzfähigkeiten von Schüler:innen im Lateinunterricht. Eine quantitative Querschnittsstudie zur Schwierigkeit deutscher Lernbedeutungen in Lateinlehrbüchern und der schulischen Praxis. Wiesbaden, Springer VS. https://doi.org/10.1007/978-3-658-51399-3

Journal Articles and Book Chapters (* peer-reviewed)

• Maas, S. K., & Willems, A. S. (in preparation). How do individual motivational student profiles in Latin relate to different measures of students’ language achievement?
• Preisberger, J. & Maas, S. K. (in preparation). Kulturspezifische Sachtexte im Lateinunterricht. Eine Untersuchung zur Lesbarkeit in ausgewählten Lehrwerken.
• Maas, S. K. & Jahn, S. (in preparation). Sprachsensible Wortschatzarbeit im Lateinunterricht. Theoretische Grundlagen und didaktische Umsetzung.
• Maas, S. K. & Willems, A. S. (submitted). Wie hängen individuelle motivationale Schüler:innenprofile im Fach Deutsch mit dem Selbstkonzept und Interesse von Schüler:innen in der zweiten Fremdsprache zusammen? [Zeitschrift für Fremdsprachenforschung]
• Maas, S. K. (submitted). Deutscher Wortschatz im Fremdsprachenlernen: Eine quantitative Querschnittsstudie im Kontext des Lateinunterrichts. [Zeitschrift für Fremdsprachenforschung]
• *Maas, S. K. (accepted). Language-sensitive vocabulary exercises in the Latin classroom in Germany. A qualitative content analysis. In A. Regagliolo (Ed.), Broadening Horizons in Classics. Primary and Secondary Education. Delaware.
• Maas, S. K. (accepted). Lernbedeutungen im Fokus. Empirische Befunde zur Schwierigkeit des deutschen Wortschatzes im Lateinunterricht. Der Altsprachliche Unterricht.
• Maas, S. K. (2026c). Sprachsensibles Wortschatzlernen im Lateinunterricht. Didaktische Zugänge und Übungsformate. Der Altsprachliche Unterricht, 69(6), 4–13.
• *Lindl, A., & Maas, S. K. (2026). Sprachsensibilität, Bildung für nachhaltige Entwicklung, künstliche Intelligenz und Kernpraktiken als aktuelle Handlungsfelder der altsprachlichen Fachdidaktik. Ars docendi, 28, 1–23. https://www.arsdocendi.eu/sites/default/files/uploads/artikel/dokumente/28%20Lindl%20Maas%20Aktuelle%20Handlungsfelder.pdf
• *Maas, S. K. (2026b). Welche deutschen Wörter bereiten Lateinlernenden Schwierigkeiten? Empirische Befunde zu den deutschen Wortschatzfähigkeiten im Lateinunterricht. Forum Classicum, 70(2), 108–118.
• *Maas, S. K., Willems, A. S., Kuhlmann, P. & Jahn, S. (2025). Wie können die deutschen Wortschatzfähigkeiten im Fach Latein erfasst werden? Eine Testanalyse. In A. S. Willems (Ed.), Wieso? Weshalb? Warum? Motivation und Einstellung in (außer-)schulischen Bildungskontexten (pp. 93–120). Göttingen: Universitätsverlag. https://doi.org/10.17875/gup2025-2846
• Maas, S. K., Apel, L., Betker, S., Kennedy, M. S., Modl, M. & Schneider, G. (2025). Mit Aeneas auf Mission – Der Aeneas-Mythos als Schülerprojekt für den lateinischen Anfangsunterricht. Der Altsprachliche Unterricht, 68(2), 47–51. https://www.friedrich-verlag.de/friedrich-plus/sekundarstufe/latein-altgriechisch/didaktik/mit-aeneas-auf-mission-20504
• Maas, S. K. (2023). Zum Arbeitskreis „Sprachsensible Wortschatzarbeit“ im Rahmen des Landestages des Niedersächsischen Altphilologenverbandes 2023. Mitteilungen des Deutschen Altphilologenverbandes – Landesverband Niedersachsen, 79(1), 16–18. http://mitteilungen.navonline.de/images/2023/Mitteilungsblatt%201%202023.pdf
• Maas, S. K. (2021). Wie (un)verständlich sind die deutschen Vokabelbedeutungen im Lateinunterricht? Eine empirische Studie auf Basis zweier Vespucci-Textausgaben. Mitteilungen des Deutschen Altphilologenverbandes – Landesverband Niedersachsen, 77(1), 31–38. https://mitteilungen.navonline.de/images/2021/heft-1/Mitteilungsblatt_1_2021_V7.pdf
• *Maas, S. K. & Korn, M. (2020). Literalitäten im altsprachlichen Unterricht. Zur Bedeutung der Medienspezifik ausgewählter Rezeptionsdokumente. PraxisForschungLehrer*innenBildung 2(4), 170–177. https://doi.org/10.4119/pflb-3533