Directory

Biography

I am Assistant Professor in the Department of Language and Literacy Education at the University of British Columbia. My research in French-as-a-second language (FSL) teacher education includes teacher professional development and teacher identity, and builds on an extensive background in modern language teaching (German and French), German heritage language education, and French Linguistics. These research interests extend to English as an additional language teaching, bi-/multilingual language policy and pedagogies, and translingual practices in higher education. A related area of research focuses on critical intercultural learning and decolonial approaches in language education, with an emphasis on discourse analytic research methodologies.

Collaboration in international research includes projects that have focused on the Common European Framework of Reference for Languages at the Centre for Modern Language in Graz, Austria, as well as an international project on “Multilingualism and Teacher Education” with the Coordination Office for Multilingualism and Language Education (KoMBi) at the Universität Hamburg, Germany.

Within the Canadian context, projects include initiatives supporting the integration of Indigenous knowledges and ways of learning in K-12 and postsecondary education, decolonizing approaches in French language curriculum implementation, second language teacher professional development, and intercultural learning among FSL teachers in British Columbia, Canada.

For the past decade I have taught in the French Master of Education in Modern Languages and currently coordinate this program as well as the Institut de Français – UBC à Québec, a summer institute for French language teachers in Quebec City. Courses I teach in English and/or French include:

LLED 353: Teaching and Learning English as an Additional Language – Elementary | L’enseignement et l’apprentissage de l’anglais langue additionnelle à l’élémentaire

LLED 489: La linguistique appliquée dans l’enseignement du français

LLED 520: Théorie et recherche reliées à l’enseignement des langues secondes

LLED 521: Interculturality in Language Education : Theory, research and practice | Enseignement interculturel : théorie, recherche, et pratique

Projects

Engaging Second Language Teachers in Intercultural Learning: Towards Greater Self-Awareness and Agency

A study with pre-service and in-service FSL teachers in British Columbia that explores critical and decolonizing approaches to engaging with intercultural learning.

Identifying Requirements and Gaps in French as a Second Language (FSL) Teacher Education: Recommendations and Guidelines
https://www.caslt.org/en/projects/fsl-teacher-education-project

A pan-Canadian collaboration with the University of Ottawa and the University of New Brunswick.

Fostering diversity in scholarship and teaching in a global university community

A study examining internationalization as it relates to linguistic diversity in the university context, specifically the documented constraints faced by linguistically and culturally diverse populations in English-medium higher education settings.

Selected Publications

Wernicke, M. (2020)
Orientations to French Language Varieties among Western Canadian French-as-a-Second-Language Teachers. Critical Multilingualism Studies, 8(1), 165–190.

Wernicke, M. (2020)
Language Teachers on Study Abroad: A Discourse Analytic ‎Approach to Teacher Identity. International Journal of Society, Culture & Language, 8(2), 1–16.

Wernicke, M. (2020).
Constructing “other” identities as French second language teacher. In N. Rudolph, A. F. Selvi, & B. Yazan (Eds.), The complexity of identity and interaction in language education (pp. 43–61). Bristol, UK: Multilingual Matters.

Wernicke, M. (2019).
Toward Linguistically and Culturally Responsive Teaching in the French as a Second Language Classroom. TESL Canada Journal, 36(1), 134–146.

Van Viegen, S., Wernicke, M., & Zappa-Hollman, S. (2019).
On reconceptualizing linguistic and cultural boundaries in Canadian universities. TESL Canada Journal, 36(1), vi–xxi.

Wernicke, M. (2018)
Plurilingualism as agentive resource in L2 teacher identity. System, 79, 91–102. https://doi.org/10.1016/j.system.2018.07.005

Wernicke, M., & Talmy, S. (2018)
Interaction in qualitative questionnaires: From self-report to intersubjective achievement. Applied Linguistics Review, 9(4), 513–537.

Arnott, S., Brogden, L., Faez, F., Péguret, M., Piccardo, E., Rehner, K., Taylor, S., Wernicke, M. (2017)
The Common European Framework of Reference (CEFR) in Canada: A Research Agenda. Canadian Journal of Applied Linguistics, 20(1), 31–54.

Wernicke, M. (2017)
Navigating native speaker ideologies as FSL teacher. Canadian Modern Language Review, 73(2, 1–29).

Wernicke, M. (2016).
Hierarchies of authenticity in study abroad: French From Canada versus French from France? Canadian Journal of Applied Linguistics, 19(2), 1–21.

Wernicke, M. & Bournot-Trites, M. (2011)
Introducing the CEFR in BC: Questions and challenges. Canadian Journal of Applied Linguistics, 14(2), 106-128.

Wernicke, M. (2010)
Study abroad as professional development for FSL teachers. Canadian Journal of Applied Linguistics, 13(1), 4-18.

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