Introduction to Sociolinguistics In this course, we will explore the ways that language creates and reflects social identities.  We will look at the contextual factors-social, cultural, geographical, political, etc.-that impact language use and variation.  Themes for this course will include linguistic variation, language and identity, language policy, and language in the media.  We will consider questions such as:  What distinguishes a language from a dialect?  How and why do some language varieties become privileged?   How do notions of politeness and respect vary across linguistic contexts?  In essence, we will learn how language shapes our world, and how we shape language itself.

Writing and Power Power: who has it, who doesn’t, and what does it have to do with your writing? This course both instructs students in how to access power in academic contexts and to critique power structures. We’ll learn how power connects to literacy, and how it's shaped through rhetorical contexts. Students will explore their own power as writers and thinkers while engaging in meaningful personal, reflective and argumentative writing. The professor will work with each student extensively on their writing process and development, and we'll create a writing community. This course bears elective credit but does not fulfill the college writing requirement.

English Grammar: Concepts and Controversies In this course we will study the structure of the English language, learning key terms and strategies for analyzing English syntax.  We will explore English grammar from both prescriptive and descriptive perspectives and examine its relevance to language policy, linguistic prejudice, and English education.  Readings will be drawn from a variety of texts, including Rhetorical Grammar (2009), Eats, Shoots & Leaves (2006), Language Myths (1999), and Origins of the Specious (2010). This course is relevant to students wanting to increase their own knowledge of the English language, as well as to those seeking tools for English teaching and/or research.

Narratives in News Media In this course we will consider questions such as: What linguistic strategies do the news media use to craft compelling stories?  What are the dominant narratives at play about national and global social issues, and how are some journalists working to counter those narratives?  We will employ Critical Discourse Analysis as a central framework, reading theoretical and empirical work by linguists such as Teun van Dijk, as well as from sociologists and political scientists. We will engage with “On the Media” and other podcasts, TED talks, documentaries such as Outfoxed (2004), and online magazines.  Students will write for a variety of audiences.

English Language in Global Context In this course we will discuss and write about the dominance of English in the global landscape. Course readings and films offer an interdisciplinary approach to the topic. We will begin the course with a geographic and historical overview of World Englishes and then will examine the impact of English language dominance on individuals and societies, emphasizing themes such as migration, globalization, education, and identity. Throughout the course, we will explore the relevance of these issues to educators, linguists, and policy-makers around the world.

Posse Scholars Leadership Development This course is designed to promote the intellectual, social, and civic development of first-year Posse scholars, both individually and as a group. Students will attend weekly workshops drawing from the Posse Foundation’s leadership curriculum. Workshops will also draw on the instructor’s areas of expertise and will focus on topics most pertinent to students’ goals and needs. Some workshops will include guest lectures, experiential learning, and student-facilitated discussion.  Students will reflect on their learning in bi-weekly meetings with the instructor, as well as in writing.  They will also identify initiatives or projects they wish to promote on campus or in the local community, applying what they have learned. (This course is only open to sophomores.)

Introduction to TESOL In this course we will study theories and practices relevant to Teaching English to Speakers of Other Languages (TESOL) in the U.S. and abroad. We will examine curricular resources used with adolescent and adult learners, and practice developing materials applicable to a variety of classroom settings. We will also discuss critical issues in the field, such as linguistic prejudice, language maintenance, and social justice pedagogy. Class sessions are largely hands-on, and include student teaching demonstrations with peer feedback. Opportunities for community engagement are also available. The final project is a portfolio that includes a personal philosophy of teaching.

Introduction to TESOL In this course we will study theories and methods in Teaching English to Speakers of Other Languages (TESOL) in the U.S. and abroad. We will look at the basic building blocks of the grammatical and pronunciation systems of English and explore different teaching techniques. We will examine curricular resources used with adolescent and adult learners, and develop materials applicable to a variety of classroom settings. Class sessions will be largely hands-on and will include practice student teaching demonstrations with peer feedback. (Not open to students who have taken LNGT/EDST 1003)   Joe McVeigh has many years of experience teaching English to students from a wide range of language backgrounds. He provides professional development for teachers domestically and internationally as an English Language Specialist for the U.S. Department of State. His ESL textbooks, published by Oxford University Press, are widely used in many countries around the world./

Language and Social Justice In this seminar we will explore questions such as the following: What is the relationship between language and power? How does linguistic prejudice contribute to social inequality? Is language a human right, and if so, what are the implications? We will engage with scholarly, journalistic, and literary works, including writing by Julia Alvarez, James Baldwin, John Baugh, Lisa Delpit, Rosina Lippi-Green, Jamila Lyiscott, Richard Rodriguez, Debora Tannen, and others. Students will develop a range of reading, writing, and oral presentation skills, and will receive feedback on their work throughout the semester.

Shawna Shapiro

Reviews and ratings for Shawna Shapiro at Middlebury College.Shawna Shapiro teaches Intro to Sociolinguistics, Writing and Power, Eng Grammar:Concepts & Controv and more.  Explore top rated instructors and find the best for you.Is Shawna Shapiro good ? Find out on MiddCourses.

I could not recommend a class more highly! Shawna Shapiro ensures all students are engaged with the material, and you always get the option to choose topics for your papers or discussions that are interesting to you. She is incredibly accommodating and will often push back deadlines if enough students ask her to. She is so funny and her classes always have such positive environments. 

This course was very interesting and did not require too much time outside of class. There are roughly two papers plus one independent project. Professor Shapiro is very enthusiastic as well as lenient. She makes the time to meet with students and gives thoughtful feedback.

Class has a lot of homework and a lot of busy work. The work you do is not that challenging but can be overwhelming sometimes. The prof treats the class like a Middle school and her teaching style can be annoying in times. However, class is not hard but can be annoying