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Biography

Meike Wernicke is Assistant Professor in the Department of Language and Literacy Education at the University of British Columbia. She has an extensive background in Modern language teaching (German and French), German heritage language education, and French Linguistics. Her research in French-as-a-second language (FSL) teacher education has focused on teacher study abroad teacher identity and extends to research interests in English as an additional language teaching, intercultural education, bi-/multilingual language policy and pedagogies, decolonizing approaches in language education, and discourse analytic research methodologies.

Her 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 at the Universität Hamburg, Germany.

Within the Canadian context, her current 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.

Since 2016 she has coordinated and taught courses in the French Master of Education in Modern Languages as well as a summer institute for in-service French language teachers (pdce.educ.ubc.ca/QuebecCity).

Selected Publications

Wernicke, M. (forthcoming).
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. Multilingual Matters.

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

Wernicke, M., & Talmy, S. (2018)
Interaction in qualitative questionnaires: From self-report to intersubjective achievement. Applied Linguistics Review, 9(4). https://doi.org/10.1515/applirev-2017-0030

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. (2017)
Navigating native speaker ideologies as FSL teacher. Canadian Modern Language Review, 73(2).

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. (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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