Sarah J. Shin

Professor of Education

University of Maryland, Baltimore County

1000 Hilltop Circle

Baltimore, MD 21250, USA





  • Ph.D. University of Michigan (1998). Linguistics.
  • B.S. Cornell University (1992). Communication with a concentration in French



  • Associate Provost for Academic Affairs, UMBC (2018-2022)
  • American Council on Education (ACE) Fellow (2017-2018)
  • Special Assistant to the Provost for Academic Initiatives, UMBC (2016-2018)
  • President, Faculty Senate, UMBC (2014-2016)
  • Co-Director, M.A. TESOL Program, Department of Education, UMBC (2003-2016)


  • Professor, Education, University of Maryland Baltimore County (2010-present)
  • Visiting Research Fellow, Center for Applied Linguistics, Washington DC (2012-2013; 2006)
  • Associate Professor, Education, University of Maryland Baltimore County (2005-2010)
  • Assistant Professor, Education, University of Maryland Baltimore County (1999-2005)
  • Affiliate Faculty, Language, Literacy, and Culture Doctoral Program, UMBC (1999-present)
  • Instructor, Linguistics, University of Michigan (1995-1996)


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


  • 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


  • Park-Johnson, S. & Shin, S. J. (2020). Linguistics for Language Teachers: Lessons for Classroom Practice. New York and London: Routledge.
  • Potowski, K. & Shin, S. J. (2019). Heritage language instruction. In Schwieter, J. W., and Benati, A. eds., The Cambridge Handbook of Language Learning. Cambridge University Press.
  • Shin, S. J. & King, K. A. (2019). Bilingualism and polylingualism in education. Hupp, S. & Jewell, J. eds., The Encyclopedia of Child and Adolescent Development. Wiley Blackwell.
  • Shin, S. J. (2018). Bilingualism in Schools and Society: Language, Identity, and Policy (2nd edition). New York and London: Routledge.
  • Shin, S. J. (2017). Teacher education programs in preparing NESTs and NNESTs. Liontas, J. I. ed., TESOL Encyclopedia of English Language Teaching. Wiley.
  • Shin, S. J. (2017).  English Language Teaching as a Second Career. Bristol, UK: Multilingual Matters.
  • Gallagher, M., Galindo, C., & Shin, S. J. (2016). Writing-related attitudes of L1 and L2 students who receive help from Writing Fellows. Across the Disciplines: A Journal of Language, Learning, and Academic Writing, 13(2).
  • Shin, S. J. (2014). Language learning as culture keeping: Family language policies of transnational adoptive parents. International Multilingual Research Journal, 8(3), 189-207.
  • Shin, S. J. (2014). Languages with strong community connections: Introduction. In Wiley, T. G., Peyton, J. K., Christian, D., Moore, S. C. K., and Liu, N. (eds.), Handbook of Heritage, Community, and Native American Languages in the United States: Research, Policy, and Educational Practice (pp. 241-243). New York and London: Routledge.
  • Shin, S. J. (2013). Bilingualism in Schools and Society: Language, Identity, and Policy. New York and London: Routledge.
  • Shin, S. J. (2013). Transforming culture and identity: transnational adoptive families and heritage language learning. Language, Culture and Curriculum, 26(2), 161-178.
  • Shin, S. J. & Lee, J. S. (2013). Expanding capacity, opportunity, and desire to learn Korean as a heritage language. Heritage Language Journal,10(3) , 64-73.
  • Shin, S. J. (2010). ‘What about me? I’m not like Chinese but I’m not like American.’: Heritage language learning and identity of mixed heritage adults. The Journal of Language, Identity, and Education, 9(3), 203-219.
  • 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.
  • 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. (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.