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A/Prof. Michiko Weinmann



Associate Professor in Education (Languages Education)


Faculty of Arts and Education


School of Education


Melbourne Burwood Campus


Doctor of Philosophy, Royal Melb Inst. of Technology, 2010


My career in Education spans 20 years. I began my teaching career as a Languages specialist, and have worked across a range of contexts and programs including secondary education, bilingual primary immersion, community language schools and adult education. My work as a researcher and teacher educator at Deakin focuses on multilingualism, Languages and EAL/D pedagogy, Asia-related curriculum, and the internationalisation of the teaching profession.  

Read more on Michiko's profile

Research interests

My research explores the nexus of language, culture and education in global contexts, bringing together Education and Cultural Studies perspectives. Through transdisciplinary co-authored publications and research collaborations, my research contributes to a reconstitution of established notions of language, people and place towards more complex understandings that disrupt dominant discourses of nation, geopolitics and identity. This has led to sustained work with large education systems to inform the reframing of Languages education policy, curriculum, pedagogy and teacher practice through approaches that are inclusive of and responsive to multilingual and transnational perspectives, knowledges and new identity narratives.

As a research-informed educator, my pedagogy takes as its premise an understanding of teaching and learning as a cornerstone of social transformation, and a theoretical stance that our human condition and expression are inherently multilingual and multidimensional. Drawing on the nexus of contemporary theory, curriculum and practice in the discipline, my work translates directly into the units and courses I design for 21st century Languages, EAL/D and TESOL educators who live, work and teach in global contexts.

Research expertise: Multilingualism and multilingual education; innovation in Languages and EAL/D pedagogy and practice; Languages and EAL/D policy and curriculum in international contexts; Asia-related curriculum; global mobility and study abroad programs; internationalisation of the teaching profession; students-as-partners. 

Research methodologies: Critical discourse analysis; thematic analysis; narrative inquiry; case study; curriculum inquiry; policy analysis.

Units taught

I currently teach and chair the following units:

  • ETL710 Teaching and Learning in Languages Classrooms
  • ETL716 CLIL Pedagogy
  • ECL306 Teaching and Learning Languages in Primary Contexts.

I also supervise students undertaking units within the Master's or Graduate Certificate Research Pathway (EDX703/4 and EDX705/6).


Conferences and invited presentations of the last five years include:

International conferences

  • Charbonneau, N., Weinmann, M. & Arber, R. (2019). Decolonising language education policy: Beyond the imagination of Francophone identities. Paper presented at Multilingualism and Identity: Interdisciplinary Perspectives, Murray Edwards College University of Cambridge, United Kingdom, 11–13 September 2019. 
  • Weinmann, M., Neilsen, R. & Martin, I., (2019). Juggling Selves: Navigating Pre-service Teaching Experiences in Overseas Contexts. Paper presented at Educating the Global Citizen: International Perspectives on Foreign Language Teaching in the Digital Age, Ludwig-Maximilians-Universität, Munich, 25–28 March 2019. 

Invited presentations

  • Weinmann M. & Neilsen R. (2021). ‘Reorientating mobility and study abroad programs: We are crossing borders…or are we?’. Asia Education Foundation – AEF Clubhouse International network, Second Meeting, 27 May 2021.
  • Weinmann, M. (2019). Traversing multilingualism and the ‘monolingual mindset’: A critical perspective on Languages education in Australian schools. Otto-Friedrich-University Bamberg,18 November 2019.  
  • Weinmann, M. & Cairns, R. (2019). El campo curricular en Australia: La prioridad transversal ‘Capacidades de Asia’ Contexto, debates, y limitaciones. Il seminario internacional Curriculum, conocimiento y experiencia educacional, Facultad de Sciencias Sociales, Universidad de Chile, 24 October 2019.

Professional activities

Guest editor Language Awareness 2020 conference special ssue

Coordinator Deakin-MLTAV Master of Teaching Languages graduate award 

Media appearances

I am regularly invited to provide media comment, and to contribute to education blogs and industry publications. Recent examples include:

Why aren't more Victorians learning a second language? (ABC Radio Melbourne, 22 September 2023)

Mandarin secures spot as most popular language to learn at Victorian schools  (The Age, 7 November 2021)

Concerns Asian experts 'dispensable' as Australian universities cut Asian programs due to COVID-19 (ABC News, 28 July 2021)

Just a few minutes daily learning a language can boost your brain power (The Sydney Morning Herald,13 June 2021)

‘Too foreign, difficult and suspicious’: Discourses of Chinese language learning in Australia (Asian Studies Association of Australia,19 March 2021)

Looking to Languages: New opportunities right on our doorstep (Asia Education Foundation/Asialink, 26 Feb 2021)


  • Deakin School of Education Research Awards 2018: Sustained achievement in Higher Degree by Research Supervision.
  • DAAD Bridges Network: Strategic transitional network of universities 2020 travel grant, 2019 (University of Bamberg, Germany).
  • DAAD - German Academic Exchange Service Award for Research Stays for University Academics and Scientists 2016 (Karlsruhe University of Education, University of Regensburg, Ludwig-Maximilians-University Munich).
  • RUIS (RMIT University International Student) scholarship for PhD research (2007).


Current projects

1. Plurilingualism for equity: Developing linguistically diverse practice in Higher Education - Dr Michiko Weinmann, Dr Rod Neilsen, Prof Jill Blackmore (Deakin University); Dr Janice McGregor (University of Arizona, USA).

This project aims to examine how different stakeholders in Higher Education (HE) including students, academic and professional staff, and executive and governance understand and engage with language diversity in the university. In particular, it seeks to explore what tensions and power imbalances underpin their perceptions of language (other than English) use, and the role and contribution of plurilingualism to equity in teaching and learning in HE.

2. Australia, NZ, China relations and the impact on education - Dr Michiko Weinmann, Dr Rod Neilsen (Deakin University), Dr Jeffrey Gil (Flinders University), Andrew Scrimgeour (University of South Australia), Dr Grace Qi (Massey University, NZ), Dr Benjamin Mulvey (University of Glasgow, UK), Dr Yingmei Luo (Henan University, China).

The aim of this project is to capture the impact of the current geopolitical relations between Australia, New Zealand and China on various Education sectors, including: primary and secondary schooling, University and Higher Education, and the ELICOS (English Language Intensive Courses for Overseas Students) sector. In particular, this study aims to investigate the perspectives of educators, researchers and professional staff employed across various education sectors regarding the measures that are critical for a sustainable future of bilateral educational relations between Australia, NZ and China.

3. Students as multicultural and multilingual influencers - Dr Michiko Weinmann, Dr Rod Neilsen, Dr Alistair Welsh, Ethan Colley, Su James, Hend Elkharraz, Nicholas Amos (Deakin University), Dr Israel Holas (University of Melbourne).  

This Students-as-Partners microgrant project was completed in 2022 in collaboration between the Faculty of Arts and Education (School of Education and School of Humanities and Social Sciences) and four undergraduate student partners. Placing student voice at the centre of their higher education experience, this project aimed to gain comprehensive insight into the lived experiences of multilingual and multicultural undergraduate students from regional areas. By foregrounding students as language learners and language users, and as key grassroots policy and curriculum actors, this project sought to amplify their voices by articulating and sharing students' lived multilingual and multicultural experiences in their educational and social communities.


Filter by


Engaging diverse voices across sites of curriculum making in Australia: realities and possibilities

K Garrard, R Cairns, M Wienmann, S Hannigan, F Phillips

(2024), Australian Educational Researcher, C1

journal article


Annette Deschner, Michiko Weinmann, Robyn Barallon

(2024), INTED 2024 : Proceedings of the 18th International Conference on Technology, Education and Development, Valencia, Spain, E1


Languaging and language awareness in the global age 2020-2023: digital engagement and practice in language teaching and learning in (post-)pandemic times

M Weinmann, R Neilsen, C Cabezas Benalcázar

(2023), Language Awareness, C1

journal article

The Asia Literacy Dilemma: A Curriculum Perspective

Rebecca Cairns, Michiko Weinmann

(2022), London, Eng., A1


Civic multiculturalism and the "broken" discourses of Chinese language education

Michiko Weinmann, Sophia Slavich, Rod Neilsen

(2021), pp. 57-75, Multiculturalism in turbulent times, London, Eng., B1

book chapter

Towards Asia "curriculum-as-lived": Amplifying student voice in the Asia literacy curricular landscape

R Cairns, M Weinmann

(2021), Asia Pacific Journal of Education, C1

journal article

English language education reform in pre-2020 Olympic Japan: Educator perspectives on pedagogical change

M Weinmann, R Kanaizumi, R Arber

(2021), Vol. 2021, pp. 107-131, International Journal of the Sociology of Language, Berlin, Germany, C1

journal article

Introduction: Rethinking Languages education: dismantling instrumentalist agendas

Michiko Weinmann, Ruth Arber, Jill Blackmore

(2020), pp. 1-11, Rethinking Languages Education: Directions, Challenges and Innovations, London, B1

book chapter

Interrogating the 'normal'. (Noticing) discourses of legitimacy, identity and difference in Languages education

Michiko Weinmann, Ruth Arber, Roderick Neilsen

(2020), pp. 84-84, Rethinking languages education: directions, challenges and innovations, London, Eng., B1

book chapter

Repositioning teacher identities: beyond binaries of Self and Other

R Neilsen, M Weinmann

(2020), Vol. 47, pp. 759-775, Australian Educational Researcher, Dordrecht, The Netherlands, C1

journal article

Editorial: Teaching and learning English in the age of COVID-19: Reflecting on the state of TESOL in a changed world

Rod Neilsen, Michiko Weinmann, Ruth Arber

(2020), Vol. 29, pp. 1-13, TESOL in Context, Melbourne, Vic., C1

journal article

Rethinking Languages Education Directions, Challenges and Innovations

Ruth Arber, Michiko Weinmann, Jillian Blackmore

(2020), London, Eng., A7

edited book

Juggling selves: navigating pre-service teaching experiences in overseas contexts

Michiko Weinmann, Rod Neilsen, Isabel Martin

(2019), pp. 133-154, Transnational German education and comparative education systems : research and practice, Cham, Switzerland, B1

book chapter

Written Corrective Feedback: the need for collaboration and multidirectional interaction

N Carr, M Weinmann

(2018), Vol. 27, pp. 1-22, TESOL in Context, Hindmarsh, S. Aust., C1

journal article

Rethinking languages education: Directions, challenges and innovations

R Arber, M Weinmann, J Blackmore

(2018), A7

edited book

Re-imagining Asian religious identity: Towards a critical pedagogy of religion and race in Australian schools

R Neilsen, R Arber, M Weinmann

(2017), Vol. 7, Education Sciences, C1

journal article

Orientating multilingualism: navigating languages teacher identities

M Weinmann, R Arber

(2017), Vol. 37, pp. 173-179, Curriculum perspectives, Berlin, Germany, C1

journal article

Editorial: Australian TESOL contexts; a state of flux

R Neilsen, M Weinmann, R Arber

(2017), Vol. 26, pp. 2-6, TESOL in context, Melbourne, Vic., C1

journal article

Indigenous languages education in Victoria: innovations, opportunities and challenges for non-indigenous languages teacher educators

M Weinmann

(2016), pp. 203-211, Multidisciplinary research perspectives in education shared experiences from Australia and China, Rotterdam, The Netherlands, B1

book chapter

English as an additional language teachers, policy enactments and intercultural understanding

I Liyanage, A Walker, M Weinmann

(2016), Vol. 25, pp. 4-19, TESOL in context, Australia, C1

journal article

Asia engagement beyond binaries and boundaries: towards a re-theorisation of Asia, community and curriculum

M Weinmann

(2015), pp. 182-196, Asia literate schooling in the Asian century, Abingdon, Eng., B1

book chapter

Asia literacy and the Australian teaching workforce

C Halse, A Cloonan, J Dyer, A Kostogriz, D Toe, M Weinmann

(2013), Melbourne, Vic., A6

research report/technical paper

Funded Projects at Deakin

Other Public Sector Funding

Evaluation of the languages start-up Grants

Dr Athena Vongalis-Macrow, Dr Naoko Araki-Metcalfe, A/Prof Michiko Weinmann

DEECD Department of Education and Early Childhood Development

  • 2013: $13,636

Adult literacy innovation program

Hon Prof Ruth Arber, A/Prof Michiko Weinmann, A/Prof Rod Neilsen

Whitehorse Manningham Regional Library Corporation

  • 2018: $12,426

Upskilling EAL Pedagogy in the Northern Territory

Hon Prof Ruth Arber, A/Prof Rod Neilsen, A/Prof Michiko Weinmann

Northern Territory Government Department of Education

  • 2018: $272,526

Language Teaching Professional Development: Practice-Based Research

A/Prof Michiko Weinmann, Hon Prof Ruth Arber, A/Prof Rod Neilsen

Department of Education (Queensland)

  • 2018: $99,519

Upskilling the Languages teaching profession in Queensland.

A/Prof Michiko Weinmann, Hon Prof Ruth Arber, A/Prof Rod Neilsen

Department of Education (Queensland)

  • 2020: $93,249

Building capacity in the languages teaching profession in Australia: Teacher perspectives.

A/Prof Michiko Weinmann, A/Prof Rod Neilsen, Hon Prof Ruth Arber

Department of Education (Queensland)

  • 2021: $84,155

What is essential learning in Australian and international EAL/D curriculum: A scoping review

A/Prof Michiko Weinmann, A/Prof Rod Neilsen

Australian Curriculum, Assessment & Reporting Authority

  • 2023: $3,459
  • 2022: $39,145

Industry and Other Funding

Asia Literacy Project

Adj/Prof Christine Halse, Hon Prof Anne Cloonan, A/Prof Alex Kostogriz, Prof Dianne Toe, Ms Julie Dyer, A/Prof Michiko Weinmann

Aust Institute for Teaching and School Leadership

  • 2013: $107,750
  • 2012: $107,750

Operation Belle - Pozible

A/Prof Michiko Weinmann

Pozible Pty Ltd

  • 2016: $5,269

Languages Teaching Methodology Course: Upskilling Community Language Teachers.

A/Prof Michiko Weinmann, Hon Prof Ruth Arber

Ethnic Schools Association of Victoria Inc

  • 2019: $15,640

Content and Language Integrated Learning (CLIL) Pedagogy in South Australia.

A/Prof Michiko Weinmann, A/Prof Rod Neilsen, Hon Prof Ruth Arber

Catholic Education Office

  • 2019: $20,400

EAL Action Research for primary teachers

A/Prof Rod Neilsen, A/Prof Michiko Weinmann, Hon Prof Ruth Arber

Geelong Grammar School

  • 2020: $890
  • 2019: $9,602


Executive Supervisor

Nicholas Henry Carr

Thesis entitled: Collaboratively Processing Written Corrected Feedback through Co-Constructed Texts

Doctor of Philosophy (Education), School of Education


Rebecca Cairns

Thesis entitled: The Representation of Asia in Victorian Senior Secondary History Curriculum

Doctor of Philosophy (Education), School of Education


Ahmad Madkur

Thesis entitled: English Language Teachers in Indonesian Pesantren: Pedagogic Beliefs and Practices

Doctor of Philosophy (Education), School of Education


Avril Delaine Howard

Thesis entitled: Spiritual Wellbeing and the National School Chaplaincy Program

Doctor of Philosophy (Education), School of Education


Margaret Perger

Thesis entitled: Settling Teachers in Multicultural Classrooms: A Critical Response to Inequality

Doctor of Philosophy (Education), School of Education

Suyoun Lee

Thesis entitled: Exploring Implementation of Dialogical Inquiry into a Korean English Classroom

Doctor of Philosophy (Education), School of Education

Associate Supervisor

Gary Robert Shaw

Thesis entitled: How might interculturality be developed in an Australian primary school?

Doctor of Philosophy (Education), School of Education