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Professor Elke Stracke

elkePosition

Professor

Contact details

E: Elke.Stracke@canberra.edu.au
T: +61 2 62012492
L: Building 6 Room C61

Click to view Professor Elke Stracke's Research profile

Biography

Elke is an experienced educator and researcher in the TESOL/Foreign Language Teaching programme in the Faculty. Prior to joining the University of Canberra in 2007, she held university teaching and research positions in New Zealand (University of Otago), Australia (Australian National University) and Germany (University of Münster). She teaches undergraduate and postgraduate coursework and research students.

Elke enjoys contributing to the University of Canberra's standing through her work within the Faculty as Associate Dean International (until 2014), Head of Discipline (2013) and HDR (Higher Degree by Research) students Convenor (2009-2011). She was also for several years an academic member of the University's Human Research Ethics Committee.

In the local context she supports the ACT Community Language Schools Association. She also acts as a consultant and trainer for CIT Solutions. An interesting current project in this context is the development and delivery of workshops for DFAT officers, who learn a new language for their overseas posting, with a focus on learning styles and strategies.

In the international context, Elke has worked as a consultant for the University of the South Pacific. This project was focused on the university's English testing and teaching programme. Elke is also Research Ambassador for Germany and mentor for the German Academic Exchange Service (DAAD).

Elke teaches a range of subjects in the TESOL (Teaching English to Speakers of Other Languages) and FLT (Foreign Language Teacher) programme, such as:

  • language acquisition
  • language teaching methodology, and
  • sociolinguistics.

Her teaching includes supervising Masters and PhD candidates in the areas of language education and applied linguistics.

Research Interest

Elke's research interests focus on:

  • motivation, blended and independent language learning and their relationship with learner autonomy, and
  • feedback and assessment, and peer learning in postgraduate supervision practice.

This research has resulted in a variety of outputs. Recent articles have appeared, for instance, in Teaching in Higher Education, the University of Sydney Papers in TESOL, and the Journal of English for Academic Purposes. Elke lately edited the book Intersections: Applied Linguistics as a Meeting Place (2014) that explores the connections between Applied Linguistics and other disciplines.

Current Research Projects

  • Motivation of Australian community/heritage language learners: this project explores the language learning motivation of young Australian community language learners using the theoretical framework of possible selves
  • with Adjunct Associate Professor Jeremy Jones (University of Canberra): motivation of adult English learners: this project investigates the language learning motivation of adult ESL (English as a Second Language) migrants in Australia
  • with Dr Vijay Kumar (University of Otago, New Zealand): this project explores feedback and assessment in postgraduate supervision and examination practice
  • with Associate Professor Carlos Montana-Hoyos (University of Canberra): this project investigates the process of developing and implementing a curriculum for Industrial Design education at a female-only college in Saudi Arabia
  • Elke is also editor (with Dr Emmaline Lear, University of Canberra) of the 2016 ARAL (Australian Review of Applied Linguistics) special issue in the area of Post Graduate Writing, entitled 'Post Graduate Writing in a Globalised World'.

Selected Publications (2010-2014)

Books

  • Stracke, E., ed. (2014). Intersections: Applied Linguistics as a Meeting Place. Newcastle-upon-Tyne, U.K.: Cambridge Scholars Publishing.

Book Chapters

  • Stracke, E. (2014). Applied Linguistics as a meeting place. In Stracke, E. (ed.), Intersections: Applied Linguistics as a Meeting Place (pp. xiii-xvii). Newcastle-upon-Tyne, U.K.: Cambridge Scholars Publishing.
  • Stracke, E., J. Jones, and N. Bramley (2014). Investigating Adult Migrant ESL Learners' Language Learning Motivational Profile in Australia: Towards a Bicultural Identity. In Csizér, K. and M. Magid (eds.), The impact of self-concept on language learning (pp. 150-170). Oxon, U.K.: Multilingual Matters.
  • Stracke, E., (2010) Die Hochschulspezifik von UNIcert®: Ausbildung für Studium und Beruf [The university-specificity of the modern languages certification system UNIcert for study and work]. In Voss, B. (ed.), UNIcert® Handbuch 2: Stand - Entwicklung – Perspektiven [Handbook UNIcert® 2: Current situation – Development – Perspectives] (pp. 23-31). Bochum: AKS.

Journal Articles

  • Stracke, E., and V. Kumar (2014). Realising graduate attributes in the research degree: the role of peer support groups. Teaching in Higher Education 19, 6: 616-629. 10.1080/13562517.2014.901955
  • Collins, A., I. Lewis, E. Stracke, & R. Vanderheide (2014). Talking career across disciplines: Peer group mentoring for women academics. International Journal of Evidence Based Coaching and Mentoring 12, 1: 92-108. Available at http://ijebcm.brookes.ac.uk/view.asp?issue=vol12issue1
  • Inoue, N., & E. Stracke (2013). Non-native English speaking postgraduate TESOL students in Australia: Why did they come here? University of Sydney Papers in TESOL 8: 29-56.
  • Stracke, E. (2012). Peer-learning and learner autonomy in EFL student-teacher education in China and Vietnam. New Zealand Studies in Applied Linguistics 18 (2): 34-44.
  • Kumar, V., & E. Stracke (2011). Examiners' reports on theses: Feedback or assessment? Journal of English for Academic Purposes, 211-222.
  • Stracke, E., Houston, M., Maclean, I., Scott, M. (2010). Where have all the reviews gone? A critical look at responses to the 2007 Review of teacher education for languages teachers. Babel 45, 2/3: 4-10.
  • Stracke, E. (2010). Undertaking the journey together: Peer learning for a successful and enjoyable PhD experience. Journal of University Teaching and Learning Practice, 7, 1 [12 pages]. Available at http://ro.uow.edu.au/jutlp
  • Stracke, E. & V. Kumar (2010). Feedback and self-regulated learning. Insights from supervisors' and PhD examiners' reports. Reflective Practice: International and Multidisciplinary Perspectives, 11 (1): 17–30.

Qualifications Obtained

  • Dr. phil., University of Münster, Germany
  • Graduate Diploma in German as a Foreign Language, University of Bochum, Germany
  • Diploma as Translator for Business French, Chamber of Industry and Commerce, Düsseldorf, Germany
  • State exam for secondary schools years 5–13, English and French language and literature, University of Münster, Germany

Grants (external research funding)

  • 2014-2016: University of Dammam, Kingdom of Saudi Arabia: Industrial Design Curriculum Project, with Associate Professor Carlos Montana-Hoyos (University of Canberra)
  • 2013-2014: Applied Linguistics Association of Australia (ALAA): Applied Linguistics as a meeting place
  • 2013: Australian Government Office for Learning and Teaching Extension Grant: Giving and receiving written feedback in HDR supervision: Enhancing supervisors' and candidates' skills in a cross-cultural context, with Dr Theresa Winchester-Seeto (Macquarie University) and Dr Joelle Vandermensbrugghe (University of Canberra)

Awards

  • 2014 Nomination for University of Canberra Vice-Chancellor's Award for Excellence in Supervision of Higher Degree by Research Candidates
  • 2012 Award for University of Canberra Citation for Outstanding Teaching