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UMBC Department of Education

    Sarah J. Shin    
 
  

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 a concentration in French

PROFESSIONAL EXPERIENCE
  • 2010-present. University of Maryland Baltimore County, Professor, Education
  • 2010-present. University of Maryland Baltimore County, Affiliate Professor, Language, Literacy, and Culture Ph.D. Program
  • 2012-2013. Center for Applied Linguistics, Washington DC, Visiting Research Fellow
  • 2005-2010. University of Maryland Baltimore County, Associate Professor, Education
  • 2005-2010. University of Maryland Baltimore County, Affiliate Associate Professor, Language, Literacy, and Culture Ph.D. Program
  • Spring, 2006. Center for Applied Linguistics, Washington DC, Visiting Research Fellow
  • 2003-present. University of Maryland Baltimore County, Co-Director, M.A. TESOL Program
  • 1999-2005. University of Maryland Baltimore County, Assistant Professor, Education
  • 1999-2005. University of Maryland Baltimore County, Affiliate Assistant Professor, Language, Literacy, and Culture Ph.D. Program
  • 1995-1996. University of Michigan, Instructor, Linguistics

RESEARCH INTERESTS
  • Bilingualism
  • Heritage Language Education
  • Language Policy
  • TESOL Methodology
  • Second Language Writing
  • Academic Language

COURSES TAUGHT AT UMBC
  • Bilingualism
  • Linguistics for ESOL/Bilingual Teachers
  • Teaching Reading and Writing to ESOL/Bilingual Students
  • Teaching Writing to ESOL/Bilingual Students
  • TESOL Practicum
  • TESOL Student Teaching
  • TESOL Internship
  • TESOL Project Seminar
  • Dissertation Proposal Seminar

SELECTED PUBLICATIONS
  • Shin, S. J. (2010). Teaching English language learners: Recommendations for early childhood educators. Dimensions of Early Childhood, 38(2), 13-21.
  • Park, S. & Shin, S. J. (2010). ‘She immediately understood what I was trying to say…’: Student perceptions of NNESTs as writing tutors. WATESOL NNEST Caucus Annual Review , 1, 100-118.
  • Shin, S. J. (2009). Negotiating grammatical choices: Academic language learning by secondary ESL students. System, 37(3),391-402.
  • Chanseawrassamee, S. and Shin, S. J. (2009). Participant- and discourse-related code-switching by Thai-English bilingual adolescents. Multilingua, 28(1), 45-78.
  • Chanseawrassamee, S. and Shin, S. J. (2009). An exploratory study of the use of a Thai politeness marker by Thai-English bilingual adolescents. ITL International Journal of Applied Linguistics, 158, 31-56.
  • Shin, S. J. (2009). A long-term view of bilingualism: Lessons from a summer abroad. The Bilingual Family Newsletter, 26(3), 1-3
  • 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.
  • 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.