Michiko Weinmann
Biographic Data
| ID | 761537 |
|---|---|
| NAME | Michiko Weinmann |
| GIVEN NAMES | Michiko |
| FAMILY NAME | Weinmann |
| SIGNATURE | WEINMANN M |
| AFFILIATIONS | Deakin University |
| ORCID | 0000-0002-4966-1497 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Teachers’ digital technology practices with English as an Additional Language students in Australian schools
Digital technologies have shifted pedagogy, curriculum, and practice of English as an Additional Language (EAL) education notably in recent decades. Australia has a significant proportion of EAL students and a high rate of technology uptake in schools, but little is known about how teachers in Australia use digital technologies when working with their EAL students. This paper examines prevalent approaches to researching digital technology practic…
Engaging diverse voices across sites of curriculum making in Australia: Realities and possibilities
Research to date has pointed out that during periods of curriculum reform, public debate gets politicised resulting in an over-emphasis on top-down approaches to curriculum making. As a group of curriculum inquiry researchers, we are concerned that teachers, students, school leaders and community organisations are often side-lined as integral curriculum actors in curriculum making processes. This paper challenges top-down, discipline-siloed conce…
Solving' the curriculum resource 'problem'? A critical policy analysis
With the proliferation of the online curriculum resource marketplace, policy actors are increasingly looking to invest in curated hubs of ready-made resources. Policy discourses indicate this phenomenon is heralded worldwide as a panacea for improving teacher workload issues and student achievement. Focusing on Australia, this article examines how federal government recommendations for the provision of ‘evidence-based’ and ‘quality assured’ curri…
Languaging and language awareness in the global age 2020–2023: Digital engagement and practice in language teaching and learning in (post-)pandemic times
This paper discusses key themes of the 15th biennial conference of the Association for Language Awareness (2020), with a focus on increasing digital engagement in language education. The COVID-19 pandemic occasioned an abrupt transition to emergency remote language teaching and learning (ERLTL) worldwide. The ALA 2020 conference was also affected by this transition; originally planned as a located conference in Geelong, Australia, it was eventual…
Towards Asia “curriculum-as-lived”: Amplifying student voice in the Asia literacy curricular landscape
For the last five decades, the development of “Asia-literate” students has been a key objective in Australian education policy. The contentions surrounding this educational goal have been well documented by academic literatures, policy documents and media commentary. This paper seeks to redress the absence of student voices in these debates by examining students’ experiences with Asia-related curriculum in the context of Languages and History tea…
English language education reform in pre-2020 Olympic Japan: Educator Perspectives on Pedagogical Change
This paper reports on the perspectives of English language teachers and teacher educators on the most recent English language education policy and curriculum reform in Japan, implemented in preparation for hosting the 2020 Olympic and Paralympic Games in Tokyo. Previous research has comprehensively analysed how language ideologies based on national imaginaries, native-speakerism and deficit views of Japanese teachers' pedagogy and practice contin…
Solving' the curriculum resource 'problem'? A critical policy analysis
With the proliferation of the online curriculum resource marketplace, policy actors are increasingly looking to invest in curated hubs of ready-made resources. Policy discourses indicate this phenomenon is heralded worldwide as a panacea for improving teacher workload issues and student achievement. Focusing on Australia, this article examines how federal government recommendations for the provision of ‘evidence-based’ and ‘quality assured’ curri…
English language education reform in pre-2020 Olympic Japan: Educator Perspectives on Pedagogical Change
This paper reports on the perspectives of English language teachers and teacher educators on the most recent English language education policy and curriculum reform in Japan, implemented in preparation for hosting the 2020 Olympic and Paralympic Games in Tokyo. Previous research has comprehensively analysed how language ideologies based on national imaginaries, native-speakerism and deficit views of Japanese teachers' pedagogy and practice contin…
English language education reform in pre-2020 Olympic Japan: Educator Perspectives on Pedagogical Change
This paper reports on the perspectives of English language teachers and teacher educators on the most recent English language education policy and curriculum reform in Japan, implemented in preparation for hosting the 2020 Olympic and Paralympic Games in Tokyo. Previous research has comprehensively analysed how language ideologies based on national imaginaries, native-speakerism and deficit views of Japanese teachers' pedagogy and practice contin…
Towards Asia “curriculum-as-lived”: Amplifying student voice in the Asia literacy curricular landscape
For the last five decades, the development of “Asia-literate” students has been a key objective in Australian education policy. The contentions surrounding this educational goal have been well documented by academic literatures, policy documents and media commentary. This paper seeks to redress the absence of student voices in these debates by examining students’ experiences with Asia-related curriculum in the context of Languages and History tea…
Languaging and language awareness in the global age 2020–2023: Digital engagement and practice in language teaching and learning in (post-)pandemic times
This paper discusses key themes of the 15th biennial conference of the Association for Language Awareness (2020), with a focus on increasing digital engagement in language education. The COVID-19 pandemic occasioned an abrupt transition to emergency remote language teaching and learning (ERLTL) worldwide. The ALA 2020 conference was also affected by this transition; originally planned as a located conference in Geelong, Australia, it was eventual…
Engaging diverse voices across sites of curriculum making in Australia: Realities and possibilities
Research to date has pointed out that during periods of curriculum reform, public debate gets politicised resulting in an over-emphasis on top-down approaches to curriculum making. As a group of curriculum inquiry researchers, we are concerned that teachers, students, school leaders and community organisations are often side-lined as integral curriculum actors in curriculum making processes. This paper challenges top-down, discipline-siloed conce…
Solving' the curriculum resource 'problem'? A critical policy analysis
With the proliferation of the online curriculum resource marketplace, policy actors are increasingly looking to invest in curated hubs of ready-made resources. Policy discourses indicate this phenomenon is heralded worldwide as a panacea for improving teacher workload issues and student achievement. Focusing on Australia, this article examines how federal government recommendations for the provision of ‘evidence-based’ and ‘quality assured’ curri…
Teachers’ digital technology practices with English as an Additional Language students in Australian schools
Digital technologies have shifted pedagogy, curriculum, and practice of English as an Additional Language (EAL) education notably in recent decades. Australia has a significant proportion of EAL students and a high rate of technology uptake in schools, but little is known about how teachers in Australia use digital technologies when working with their EAL students. This paper examines prevalent approaches to researching digital technology practic…
Pedagogy (5 works) · Sociology (5 works) · Curriculum (4 works) · Political science (4 works) · Psychology (4 works) · Mathematics education (3 works) · Second Language Learning and Teaching (3 works) · EFL/ESL Teaching and Learning (2 works) · English language (2 works) · Global Education and Multiculturalism (2 works)