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.

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.

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.

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 English Lang in Global Context, Narratives in News Media, Intro to Sociolinguistics and more.  Explore top rated instructors and find the best for you.Is Shawna Shapiro good ? Find out on MiddCourses.

Shawna was very high energy and her enthusiasm for sociolinguistics was contagious. She was great at facilitating discussions – the class rarely felt like a lecture, but rather a conversation between professor and students. The readings were interesting and the final research project can be geared toward your own personal interests.

I took this course originally because it was recommended by my first-year advisor. I have taken a course with Professor Shapiro before so I knew previously that she is an effective and enthusiastic lecturer, but the overall experience still exceeded my expectations. She introduced a lot of topics that are related to the theme but also pertains to real-life issues and events, which made the class a lot more engaging and lively. I would say the class is really informative and great for people interested in sociolinguistics and/or writing, and I would totally recommend it.

I thought this class was very helpful and a great CW to take. No tests and primarily just went readings + discussions throughout. Professor Shapiro was very understanding and accommodating, and you can infinitely revise any paper. 