Shawna Shapiro
Biographic Data
| ID | 5435897 |
|---|---|
| NAME | Shawna Shapiro |
| GIVEN NAMES | Shawna |
| FAMILY NAME | Shapiro |
| SIGNATURE | SHAPIRO S |
| AFFILIATIONS | Middlebury College |
| ORCID | 0000-0001-7080-6649 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 28 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
Introduction to the special issue
CLA and translingualism
Sociolinguistic awareness in L2 Arabic
Code use, including codeswitching and/or style‐shifting, is an important but undertaught aspect of L2 sociolinguistic competence, and an important aspect of L2 learners' translanguaging repertoires. This study examines code use in Arabic—a diglossic language with distinct social uses for the prestige variety (Modern Standard Arabic, MSA) and Colloquial Arabic (CA). The study involved 10 participants who were third‐year, L2 learners of Arabic in a…
Altruistic capital and refugee-background youth
Interchanges
Preview this article: Interchanges: A Kairotic Moment for CLA? Response to Anne Ruggles Gere et al.’s “Communal Justicing: Writing Assessment, Disciplinary Infrastructure, and the Case for Critical Language Awareness”, Page 1 of 1 /docserver/preview/fulltext/ccc/74/2/collegecompositionandcommunication32280-1.gif
Sociolinguistics as a pathway to global citizenship
In this article, we discuss how sociolinguistics can serve as an entryway into conversations about diversity, equity, and social justice, as part of education for global citizenship. Our approach, informed by Critical Language Awareness (CLA) theory, engages students with both unfamiliar and familiar linguistic forms, in order to promote critical reflection on ‘self’ and ‘other’, a crucial component of global citizenship development in higher edu…
From Crisis to Opportunity
Looking for Middle Ground at Middlebury College
This article examines the pedagogical response of English and writing faculty to a controversy that took place at their liberal arts college. Findings from faculty interviews highlight a number of ways that instructors might engage local controversies, in keeping with their curricular goals and commitments to pedagogical transparency
Educating Refugee-Background Students
From Deficit to Asset
This article examines how a refugee-background student of Somali Bantu heritage employs linguistic resources to make sense of his experience with forced migration, resettlement, and formal education. Much of the educational research on refugee-background students (and other groups of English learners) propagates a deficit orientation in which educational gaps and challenges, rather than educational resources and potential, are the central focus. …
Words That You Said Got Bigger”
In recent decades, academic outcomes for English Language Learners (ELLs) have become a major focal point of research in English education. Much of the scholarly discourse on this topic reinforces a deficit orientation toward ELLs, constructing them as an educational “problem” rather than an asset (e.g., Crumpler, Handsfield, & Dean, 2011; Gutiérrez & Orellana, 2006; Mitchell, 2013). This article examines how ELLs at one high school in New Englan…
Exploring the Linguistic and Institutional Contexts of Writing Instruction in Tesol
Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article
Revisiting the teachers' lounge
From Deficit to Asset
This article examines how a refugee-background student of Somali Bantu heritage employs linguistic resources to make sense of his experience with forced migration, resettlement, and formal education. Much of the educational research on refugee-background students (and other groups of English learners) propagates a deficit orientation in which educational gaps and challenges, rather than educational resources and potential, are the central focus. …
Revisiting the teachers' lounge
Revisiting the teachers' lounge
Words That You Said Got Bigger”
In recent decades, academic outcomes for English Language Learners (ELLs) have become a major focal point of research in English education. Much of the scholarly discourse on this topic reinforces a deficit orientation toward ELLs, constructing them as an educational “problem” rather than an asset (e.g., Crumpler, Handsfield, & Dean, 2011; Gutiérrez & Orellana, 2006; Mitchell, 2013). This article examines how ELLs at one high school in New Englan…
Exploring the Linguistic and Institutional Contexts of Writing Instruction in Tesol
Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article
From Deficit to Asset
This article examines how a refugee-background student of Somali Bantu heritage employs linguistic resources to make sense of his experience with forced migration, resettlement, and formal education. Much of the educational research on refugee-background students (and other groups of English learners) propagates a deficit orientation in which educational gaps and challenges, rather than educational resources and potential, are the central focus. …
Educating Refugee-Background Students
Looking for Middle Ground at Middlebury College
This article examines the pedagogical response of English and writing faculty to a controversy that took place at their liberal arts college. Findings from faculty interviews highlight a number of ways that instructors might engage local controversies, in keeping with their curricular goals and commitments to pedagogical transparency
Sociolinguistics as a pathway to global citizenship
In this article, we discuss how sociolinguistics can serve as an entryway into conversations about diversity, equity, and social justice, as part of education for global citizenship. Our approach, informed by Critical Language Awareness (CLA) theory, engages students with both unfamiliar and familiar linguistic forms, in order to promote critical reflection on ‘self’ and ‘other’, a crucial component of global citizenship development in higher edu…
From Crisis to Opportunity
Altruistic capital and refugee-background youth
Interchanges
Preview this article: Interchanges: A Kairotic Moment for CLA? Response to Anne Ruggles Gere et al.’s “Communal Justicing: Writing Assessment, Disciplinary Infrastructure, and the Case for Critical Language Awareness”, Page 1 of 1 /docserver/preview/fulltext/ccc/74/2/collegecompositionandcommunication32280-1.gif
Introduction to the special issue
CLA and translingualism
Sociolinguistic awareness in L2 Arabic
Code use, including codeswitching and/or style‐shifting, is an important but undertaught aspect of L2 sociolinguistic competence, and an important aspect of L2 learners' translanguaging repertoires. This study examines code use in Arabic—a diglossic language with distinct social uses for the prestige variety (Modern Standard Arabic, MSA) and Colloquial Arabic (CA). The study involved 10 participants who were third‐year, L2 learners of Arabic in a…
Sociology (10 works) · Linguistics (7 works) · Pedagogy (7 works) · Psychology (7 works) · EFL/ESL Teaching and Learning (6 works) · Multilingual Education and Policy (5 works) · Political science (5 works) · Second Language Learning and Teaching (5 works) · Computer Science (4 works) · Social Psychology (4 works)