Sarah J. Shin

Associate Professor & Co-Director

M.A. Program in ESOL/Bilingual Education

Department of Education

University of Maryland Baltimore County

1000 Hilltop Circle

Baltimore, MD 21250

USA

 

Phone: 410-455-2485

Fax: 410-455-3986

E-mail: shin@umbc.edu

EDUCATION

  • Ph.D. University of Michigan (1998). Linguistics.

  • B.S. Cornell University (1992). Communication with French.

PROFESSIONAL EXPERIENCE 
              
  • 2005-present. University of Maryland Baltimore County, Associate Professor, Education
    • 
          
  • Spring, 2006. Center for Applied Linguistics, Washington DC, Visiting Research Fellow
    • 
          
  • 2003-present. University of Maryland Baltimore County, Co-Director, M.A. Program in ESOL/Bilingual Education
    • 
          
  • 1999-2005. University of Maryland Baltimore County, Assistant Professor, Education 
    • 
          
  • 1995-1996. University of Michigan, Instructor, Linguistics 
    •

RESEARCH INTERESTS

My primary area of research is childhood bilingualism. I am interested in children’s acquisition of two languages and the role that language plays in their education and growth. In my book, Developing in Two Languages: Korean Children in America (2005), I argue that the bilingual abilities of language minority children are a resource to be cultivated, and not a problem to be overcome. I explore various educational, social and economic pressures which hamper intergenerational transmission of heritage languages, and offer suggestions for helping children develop in two languages despite these pressures. My other line of research examines second language writing and professional development of teachers. I am interested in teacher feedback on student writing, individual conferencing, and the role of reflection on teacher development. Finally, my most recent projects investigate the development of academic English by ESL students in middle and high schools.

TEACHING

As an English as a Second Language (ESL) teacher educator, I regularly teach courses in TESOL teacher preparation such as linguistics, methodologies in teaching reading and writing, field experience, and internship. I am also a faculty member in the Ph.D. Program in Language, Literacy, and Culture (LLC), and teach advanced graduate seminars and mentor dissertation students. The following are courses I have taught at UMBC:

 
  • Education 644 (Linguistics for ESOL/Bilingual Teachers)
  • Education 625 (Teaching Reading and Writing to ESOL/Bilingual Students, Part I)
  • Education 655 (Teaching Writing to ESOL/Bilingual Students)
  • Education 791S (ESOL Practicum: Field Observation)
  • Education 792L (ESOL Student Teaching)
  • Education 792S (ESOL Internship)
  • Education 794 (ESOL Project Seminar)
  • LLC 750B (Special Topics Seminar: Bilingualism and Bilingual Education)
  • LLC 892 (Dissertation Proposal Seminar)
SELECTED PUBLICATIONS
  • Chanseawrassamee, S. and Shin, S.J. (forthcoming). Participant- and discourse-related code-switching by Thai-English bilingual adolescents. Multilingua.
  • Lee, J.S. and Shin, S.J. (Guest Eds.). (in press). Korean as a Heritage Language [Special issue]. Heritage Language Journal, 6.

  • Shin, S.J. (2008). Preparing non-native English-speaking ESL teachers. Teacher Development, 12(1), 57-65.
  • Shin, S.J. (2007). For immigrant students, the ESOL glass is half-full. Essential Teacher, 4(4), 17-19.

  • Shin, S.J. (2006). High-stakes testing and heritage language maintenance. In K. Kondo-Brown (Ed.), Heritage Language Development: Focus on East Asian Immigrants (pp. 127-144). Amsterdam/Philadelphia: John Benjamins.

  • Shin, S.J. (2006). Learning to teach writing through tutoring and journal writing. Teachers and Teaching: Theory and Practice, 12(3), 325-345.

  • Shin, S.J. (2005). Developing in Two Languages: Korean Children in America. Clevedon, UK: Multilingual Matters.

  • Shin, S.J. (2003). The role of parents’ knowledge about bilingualism in the transmission of heritage languages. In Campbell, R. & Christian, D. (Eds.) Directions in Research: Intergenerational Transmission of Heritage Languages. Heritage Language Journal, 1(1), 17-19.

  • Shin, S.J. (2003). The reflective L2 writing teacher. ELT Journal, 57(1), 3-10.

  • Shin, S.J. (2002). Differentiating language contact phenomena: Evidence from Korean-English bilingualism. Applied Psycholinguistics, 23(3), 337-360.

  • Shin, S.J. (2002). Understanding ESL writers: Second language writing by composition instructors. Teaching English in the Two-Year College, 30(1) , 68-75.

  • Shin, S.J. (2002). Birth order and the language experience of bilingual children. TESOL Quarterly, 36(1), 103-113.

  • Shin, S.J. (2002). Ten techniques for successful writing tutorials. TESOL Journal, 11(1), 25-31.

  • Shin, S.J. (2001). Cross-language speech perception in adults: Discrimination of Korean voiceless stops by English speakers. Studies in the Linguistic Sciences, 31(2), 155-166.

  • Shin, S.J. (2001). Understanding codeswitching, valuing bilingualism. Thinking Classroom: An International Journal of Reading, Writing and Critical Reflection 6, 20-26.

  • Shin, S.J. (2001). "Teacher, why is 'at Tuesday' wrong" The making of effective ESOL writing instructors. In Poole, L. Cushall, M, and Hosford, K. (eds.). Maryland Association of Teacher Educators celebrates successes in teacher education. (pp. 16-19) Baltimore, MD: Maryland Association of Teacher Educators.

  • Shin, S.J. & Milroy, L. (2000). Conversational code-switching among Korean-English bilingual children. International Journal of Bilingualism, 4(3), 351-383.

  • Shin, S.J. & Milroy, L. (1999). Bilingual language acquisition by Korean schoolchildren in New York City. Bilingualism: Language and Cognition, 2(2), 147-167.