Project I. Synthesizing Research on Critical Language Awareness Pedagogy
in Writing/Literacy/Language Classrooms
- Forthcoming book: Cultivating Critical Language Awareness in the Writing Classroom (Routledge, out in February 2022).
- *New* teacher/researcher resource hub: http://clacollective.org/
- Presentations on CLA pedagogy for NNETESOL (Nov 2021), New England CCCC (July 2021), and Middlebury’s Fall Faculty Forum. targeted toward undergraduate students.
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Project II. Understanding Middlebury students’
engagement across difference and conceptions of inclusivity
- Open access article on the relevance of this research to the writing classroom.
- Article from Middlebury Campus newspaper (co-authored with Michael Sheridan)
- Article #1 from Inside Higher Ed (focus on engaging across difference- June 2018)
- Article #2 from Inside Higher Ed (focus on conceptions of inclusivity- May 2019)
- Presentations:
EATAW 2019 (connections to academic writing instruction)
Middlebury Fall Faculty Forum 2018 (for general audience)
Research materials:
Part 1 – Engaging Across Difference: Survey questions Interview Protocol
Part 2- Conceptions of Inclusivity: Interview Protocol
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Project III. Educating Refugee-background Students:
Critical Issues and Dynamic Contexts (2018 co-edited collection)
**Available via Multilingual Matters (and other booksellers)!
This book was a finalist for the AAAL Book Award in 2020.
- Introduction (pdf)
- Article in “The Conversation” (June 2018)
- Blog post for Multilingual Matters (June 2018)
- Presentation: “New Directions for Literacy Education in Refugee Resettlement Communities (10/5/16)
IV. College Preparation, Access, and Attainment
for English Language Learners
Selected Publications
- Shapiro, S. (2019). Familial Capital, Narratives of Agency, and the College Transition Process for Refugee-Background Youth. Equity & Excellence in Education, 51(3-4), 332-346. (Abstract)
- Shapiro, S. and MacDonald, M. (2017). From deficit to asset: Locating discursive resistance in a refugee-background student’s written and oral narrative. Journal of Language, Identity & Education. (Abstract)
- Shapiro, S. (2014). “Words that you said got bigger”: English Language Learners’ lived experiences of deficit discourse. Research in the Teaching of English. 48(4), 386-406.
- Shapiro, S. (2011). Stuck in the remedial rut: Confronting resistance to ESL curriculum reform. Journal of Basic Writing, 30(2), 24-52.
- Interim Report for community stakeholders– (January 2013)