For Julia Goetze, language has always been more than words—it is connection, identity, and sometimes even anxiety. Now an assistant professor in German, Nordic, and Slavic+ at the University of Wisconsin–Madison, Goetze’s research explores the emotional and psychological aspects of language teaching, examining how situational factors—class size, supervision, and student behavior—shape teacher anxiety and influence classroom dynamics.
From Literature to Linguistics
Goetze earned her undergraduate degree in Berlin, majoring in German literature and minoring in American studies. She initially planned to pursue a combined master’s and PhD in German literature, but a required course in applied linguistics shifted her path. The course introduced her to new questions about how people teach and learn languages. Her own classroom experiences would soon deepen this newfound interest, further drawing her to research that could directly support teachers and improve classroom learning.
“I wrote my dissertation on foreign language teacher anxiety because that was something that I was experiencing when I was studying to teach,” said Goetze. “Even though I was teaching German, my first language, I was so preoccupied with myself. I didn’t want to do anything wrong in the classroom.”
These insights shaped her early career and informed her approach to supporting teachers.
After completing her PhD, Goetze held positions at several universities, supporting graduate students in teaching and program coordination. In 2022, she accepted a tenure-track position at the University of Wisconsin–Madison, drawn by the position’s unique overlap of German and second-language acquisition.
Connecting Through Culture
Goetze’s classes draw a mix of students—heritage speakers reconnecting with German and learners from a variety of backgrounds. From students sharing familial experiences of postwar Germany to contemporary culture, Goetze works to show students how language connects to the world around them.
Students even pick up on linguistic subtleties, like her Berlin accent—a piece of her German heritage she is very proud of—often giving Goetze a chance to highlight how pronunciation and regional dialect shape meaning.
Her courses aren’t just about grammar or vocabulary, they’re about personal and shared experience, history, and culture. Goetze aims for her students to gain global perspectives and a broader appreciation of language.
New Roots, Expanded Research
While teaching and research are central to her role, navigating life in the U.S. also presented practical challenges. Goetze chose to apply for permanent residency not only to open more professional opportunities but also to be more civically engaged.
UW–Madison’s International Faculty and Staff Services office played a key role in guiding her through the process and paperwork, ensuring a smooth transition.
“They walked me through everything that needed to be done,” said Goetze. “I felt so well taken care of and like I wasn’t just a number in the system.”
Now a permanent resident, Goetze is pursuing collaborative projects she had previously set aside and expanding her research into student creativity, teacher development, and the impact of educational technologies—including generative AI. All the while she continues working to shape classrooms that support both creativity and well-being—spaces where language is more than words.