Sarah J Shin
Biographic Data
| ID | 5998732 |
|---|---|
| NAME | Sarah J Shin |
| GIVEN NAMES | Sarah J |
| FAMILY NAME | Shin |
| SIGNATURE | SHIN S J |
| AFFILIATIONS | University of Maryland, Baltimore County |
| ORCID | 0009-0008-8946-5918 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 29 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2014 |
| H-INDEX | 3 |
Language Learning as Culture Keeping
This study investigates how parents of international adoptees explain their decision to pursue birth-language education for their children and how they go about achieving their goals. It focuses on the perspectives of 16 White U.S. parents who have at least one adopted school-aged child (ages 5 to 18) either currently or previously enrolled in a community language program. The interviews covered the language experiences of 22 children, all of who…
Expanding Capacity, Opportunity, and Desire to Learn Korean as a Heritage Language
Informed by the Capacity development, Opportunity creation, and Desire (COD) framework, this paper examines the current status and future development of Korean as a heritage language in the United States. Compared to a generation ago, the current heritage Korean learner population includes a greater percentage of children who come from homes where Korean is not spoken daily. We explain the importance of understanding the needs of these "non-tradi…
HPV Knowledge and Vaccine Acceptability Among Hispanic Fathers
Transforming culture and identity
This study examines the narratives of four white, English-speaking American mothers who have been learning Korean, the birth language of their adopted children, at community Korean schools. By drawing on in-depth interviews and employing narrative analysis, this study explores the mothers’ motivations for studying Korean, experiences at the community schools, and strategies for promoting Korean at home. The narratives show that the mothers viewed…
What About Me? I'm Not Like Chinese But I'm Not Like American”
This study examines heritage-language (HL) experience and identity of 12 adults of mixed-heritage backgrounds through in-depth autobiographical interviews. Each participant has an English-speaking American parent and an HL (Chinese, Japanese, Korean, Spanish, or Vietnamese)-speaking immigrant parent. The interviews explored each participant's experience in the HL while growing up, self-claimed proficiency in the HL, attitudes toward the HL, and s…
An exploratory study of the use of a Thai politeness marker by Thai-English bilingual adolescents
This study examines the use of a Thai politeness marker, khráb (ครับ), by two Thai-English bilingual brothers, aged 11 and 15, during their 3-year stay in the U.S. By examining spontaneous speech data collected over eleven months (from Month 15 to Month 25 from time of arrival in the U.S.) in the boys’ home in the U.S., we show that the two brothers used progressively less khráb (ครับ) in speaking to their mother as time passed. The boys’ declini…
Negotiating grammatical choices
Participant- and discourse-related code-switching by Thai—English bilingual adolescents
This paper attempts to show ways in which two Thai brothers (aged 9 and 13) living temporarily in the United States, employ bilingual code-switching to organize their conversation. Using the sequential analysis developed by Auer (1984, 1995), this paper describes how the two boys employ codeswitching to negotiate the language for the interaction and accommodate the language competences and preferences of conversational participants, as well as to…
Korean Heritage Language Education in the United States
Birth Order and the Language Experience of Bilingual Children
N TESOL professionals are increasingly called on to defend the maintenance of heritage languages and to recognize the issues associated with language loss (e.g., Kouritzin, 2000). Research findings such as those indicating that the earlier Spanish-speaking Mexican immigrants began learning English, the lower their levels of proficiency in Spanish (Hakuta & D'Andrea, 1992) prompt questions about the factors affecting language loss and maintenance.…
Conversational codeswitching among Korean-English bilingual children
Using the sequential analysis developed by Auer(1984,1995), this paper attempts to show how young Korean-English bilingual schoolchildren employ codeswitching to organize their conversation. Auer's distinction between participant-related and discourse-related codeswitching proved to be useful in revealing that the children employ codeswitching to negotiate the language for the interaction and accommodate other participants' language competences a…
What About Me? I'm Not Like Chinese But I'm Not Like American”
This study examines heritage-language (HL) experience and identity of 12 adults of mixed-heritage backgrounds through in-depth autobiographical interviews. Each participant has an English-speaking American parent and an HL (Chinese, Japanese, Korean, Spanish, or Vietnamese)-speaking immigrant parent. The interviews explored each participant's experience in the HL while growing up, self-claimed proficiency in the HL, attitudes toward the HL, and s…
Birth Order and the Language Experience of Bilingual Children
N TESOL professionals are increasingly called on to defend the maintenance of heritage languages and to recognize the issues associated with language loss (e.g., Kouritzin, 2000). Research findings such as those indicating that the earlier Spanish-speaking Mexican immigrants began learning English, the lower their levels of proficiency in Spanish (Hakuta & D'Andrea, 1992) prompt questions about the factors affecting language loss and maintenance.…
Transforming culture and identity
This study examines the narratives of four white, English-speaking American mothers who have been learning Korean, the birth language of their adopted children, at community Korean schools. By drawing on in-depth interviews and employing narrative analysis, this study explores the mothers’ motivations for studying Korean, experiences at the community schools, and strategies for promoting Korean at home. The narratives show that the mothers viewed…
Negotiating grammatical choices
Participant- and discourse-related code-switching by Thai—English bilingual adolescents
This paper attempts to show ways in which two Thai brothers (aged 9 and 13) living temporarily in the United States, employ bilingual code-switching to organize their conversation. Using the sequential analysis developed by Auer (1984, 1995), this paper describes how the two boys employ codeswitching to negotiate the language for the interaction and accommodate the language competences and preferences of conversational participants, as well as to…
Conversational codeswitching among Korean-English bilingual children
Using the sequential analysis developed by Auer(1984,1995), this paper attempts to show how young Korean-English bilingual schoolchildren employ codeswitching to organize their conversation. Auer's distinction between participant-related and discourse-related codeswitching proved to be useful in revealing that the children employ codeswitching to negotiate the language for the interaction and accommodate other participants' language competences a…
Birth Order and the Language Experience of Bilingual Children
N TESOL professionals are increasingly called on to defend the maintenance of heritage languages and to recognize the issues associated with language loss (e.g., Kouritzin, 2000). Research findings such as those indicating that the earlier Spanish-speaking Mexican immigrants began learning English, the lower their levels of proficiency in Spanish (Hakuta & D'Andrea, 1992) prompt questions about the factors affecting language loss and maintenance.…
Korean Heritage Language Education in the United States
An exploratory study of the use of a Thai politeness marker by Thai-English bilingual adolescents
This study examines the use of a Thai politeness marker, khráb (ครับ), by two Thai-English bilingual brothers, aged 11 and 15, during their 3-year stay in the U.S. By examining spontaneous speech data collected over eleven months (from Month 15 to Month 25 from time of arrival in the U.S.) in the boys’ home in the U.S., we show that the two brothers used progressively less khráb (ครับ) in speaking to their mother as time passed. The boys’ declini…
Negotiating grammatical choices
Participant- and discourse-related code-switching by Thai—English bilingual adolescents
This paper attempts to show ways in which two Thai brothers (aged 9 and 13) living temporarily in the United States, employ bilingual code-switching to organize their conversation. Using the sequential analysis developed by Auer (1984, 1995), this paper describes how the two boys employ codeswitching to negotiate the language for the interaction and accommodate the language competences and preferences of conversational participants, as well as to…
What About Me? I'm Not Like Chinese But I'm Not Like American”
This study examines heritage-language (HL) experience and identity of 12 adults of mixed-heritage backgrounds through in-depth autobiographical interviews. Each participant has an English-speaking American parent and an HL (Chinese, Japanese, Korean, Spanish, or Vietnamese)-speaking immigrant parent. The interviews explored each participant's experience in the HL while growing up, self-claimed proficiency in the HL, attitudes toward the HL, and s…
Expanding Capacity, Opportunity, and Desire to Learn Korean as a Heritage Language
Informed by the Capacity development, Opportunity creation, and Desire (COD) framework, this paper examines the current status and future development of Korean as a heritage language in the United States. Compared to a generation ago, the current heritage Korean learner population includes a greater percentage of children who come from homes where Korean is not spoken daily. We explain the importance of understanding the needs of these "non-tradi…
HPV Knowledge and Vaccine Acceptability Among Hispanic Fathers
Transforming culture and identity
This study examines the narratives of four white, English-speaking American mothers who have been learning Korean, the birth language of their adopted children, at community Korean schools. By drawing on in-depth interviews and employing narrative analysis, this study explores the mothers’ motivations for studying Korean, experiences at the community schools, and strategies for promoting Korean at home. The narratives show that the mothers viewed…
Language Learning as Culture Keeping
This study investigates how parents of international adoptees explain their decision to pursue birth-language education for their children and how they go about achieving their goals. It focuses on the perspectives of 16 White U.S. parents who have at least one adopted school-aged child (ages 5 to 18) either currently or previously enrolled in a community language program. The interviews covered the language experiences of 22 children, all of who…
Linguistics (9 works) · Psychology (8 works) · Sociology (8 works) · Multilingual Education and Policy (7 works) · Pedagogy (5 works) · Political science (5 works) · EFL/ESL Teaching and Learning (4 works) · Heritage language (4 works) · Language, Discourse, Communication Strategies (4 works) · Computer Science (3 works)