Sarah J. Shin

Associate Professor & Co-Director

M.A. TESOL Program

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

RESEARCH INTERESTS

My research has three main trajectories: (1) bilingualism and heritage language education, (2) TESOL teacher development, and (3) academic language learning by ESL students. To date, I have devoted my most significant energies to examine issues related to the development and maintenance of bilingualism. I am interested in children’s acquisition of two languages and the role that language plays in their education and growth. Over the years, my interest in bilingualism has expanded to include topics such as educational policy and language and identity. The second area of my research focuses on the professional development of ESL and mainstream teachers. I am interested in helping teachers to meet the needs of linguistically and culturally diverse student populations through improved curriculum and instruction and professional development. My third and most recent area of research examines the development of academic language skills by ESL students. This research is motivated by my desire to find ways to help English learners to successfully negotiate the language of schooling.

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 750 (Special Topics Seminar: Bilingualism)
  • LLC 892 (Dissertation Proposal Seminar)

SELECTED PUBLICATIONS
  • Shin, S.J. (forthcoming). ‘What about me? I’m not like Chinese but I’m not like American.’: Heritage language learning and identity of mixed heritage adults. Journal of Language, Identity, and Education.
  • Chanseawrassamee, S. and Shin, S.J. (forthcoming). An exploratory study of the use of a Thai politeness marker by Thai-English bilingual adolescents. ITL International Journal of Applied Linguistics.
  • Shin, S.J. (in press). Teaching English language learners: Recommendations for early childhood educators. Dimensions of Early Childhood.
  • Park, S. & Shin, S.J. (in press). ‘She immediately understood what I was trying to say…’: Student perceptions of NNESTs as writing tutors. AU TESOL Working Papers
  • Shin, S.J. (2009). Negotiating grammatical choices: Academic language learning by secondary ESL students. System, 37(3),391-402.
  • Shin, S.J. (2009). A long-term view of bilingualism: Lessons from a summer abroad. The Bilingual Family Newsletter, 26(3), 1-3
  • Chanseawrassamee, S. and Shin, S.J. (2009). Participant- and discourse-related code-switching by Thai-English bilingual adolescents. Multilingua, 28(1), 45-78.
  • Lee, J.S. and Shin, S.J. (2008). Korean heritage language education in the United States: The current state, opportunities and possibilities. Heritage Language Journal, 6(2), 1-20.
  • Lee, J.S. and Shin, S.J. (Guest Eds.). (2008). Korean as a Heritage Language [Special issue]. Heritage Language Journal, 6(2).
  • 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. (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.