Hyunjung Shin
Assistant Professor, Curriculum Studies

Ph.D., University of Toronto, 2010, Department of Curriculum, Teaching and Learning, Second Language Education

M.A., University of Hawaii at Manoa, 2003, Department of Second Language Studies, English as a Second Language

• English as an Additional Language (EAL), ESL/EFL, applied linguistics

• Study abroad, international students, internalization in higher education

• Refugees, Truth and Reconciliation, and ESL policy

• Critical pedagogy and teacher education 

• Globalization, transnationalism, neoliberalism

• Language ideology, sociolinguistics, discourse analysis, ethnography

EDITED WORKS

Shin, H. & Park, J. S. (2016) (Eds.) Researching Language and neoliberalism. Journal of Multilingual and Multicultural Development, 37(5), 443-522.

Shin, H. (2014). (Ed.) Special themed issue on EAL education. Education Matters: The journal of teaching and learning 2(1), 3-183. http://em.journalhosting.ucalgary.ca/index.php/em/issue/view/7

JOURNAL ARTICLES

Shin, H. (2022). Decolonizing indigenous-newcomer relations in the teaching of English in education. _International Journal of Educational Research, 116 _(2022). 102091. https://authors.elsevier.com/a/1g0p938nswdEhr

Guo, S., Shin, H. & Shen, Q. (2020). The commodification of Chinese in Thailand’s linguistic market: A case study of how language education promotes social sustainability. Sustainability, 12(18): 7344

Shin, H. & Sterzuk, A. (2019). Discourses, Practices, and Realities of Multilingualism in Higher Education. TESL Canada Journal, 36(1), 147-159. https://doi.org/10.18806/tesl.v36i1.1307

Shin, H. & Brenna, B. (2018). Multicultural English Picture Books and Critical Response in Asian EFL Classrooms. The Journal of Asia TEFL, 15(4), 1230-1238.DOI: http://dx.doi.org/10.18823/asiatefl.2018.15.4.26.1230

Shin, H. & Jeon, M. (2018). Intercultural competence and critical English language teacher education. English Teaching, 73 (4), 125-147.

Shin, H. & Jang, I. C. (2018). Doing critical sociolinguistic ethnography: Analyzing processes and situating cases. The Sociolinguistic Journal of Korea, 26(3), 117-144.

Shin, H. (2016). Neoliberalism, English and social reproduction: Implications for language policy research. Language policy and language education, 2, 92-108.

Shin, H. (2016). Language “skills” and the neoliberal English education industry. Journal of Multilingual and Multicultural Development, 37(5), 509-522.

Shin, H. & Park, J. S. (2016). Researching Language and neoliberalism. Journal of Multilingual and Multicultural Development, 37(5), 443-452.

Shin, H. (2015). Everyday racism in Canadian schools: Ideologies of language and culture among Korean transnational students in Toronto. Journal of Multilingual and Multicultural Development, 36(1), 67-79.

Shin, H. (2014). Social Class, Habitus, and Language Learning: The Case of Korean Early Study-Abroad Students, Journal of Language, Identity & Education, 13 (2), 99-103.

Shin, H. (2013). Ambivalent calculations in Toronto: Negotiating the meaning of success among early Study Abroad high school students, Asian and Pacific Migration Journal, 22(4), 527-546.

Shin, H. (2012). From FOB to COOL: Transnational migrant students in Toronto and the styling of global linguistic capital, Journal of Sociolinguistics, 16(2), 184-200.

Shin, H. (2006). Rethinking TESOL from a SOL’s perspective: Indigenous epistemology and decolonizing TESOL praxis. Critical Inquiry in Language Studies, 3(2&3), 147-167.

Shin, H. & Crookes, G. (2005). Indigenous critical traditions for teaching English as a Foreign Language? –A historical and comparative perspective for the case of Korea. Critical Inquiry in Language Studies, 2(2), 95-112.

Shin, H. & Crookes, G. (2005). Exploring the possibilities for EFL critical pedagogy in Korea. Critical Inquiry in Language Studies, 2(2), 113-138.

CHAPTERS IN BOOKS

Shin, H. & Balzer, G. (2022). Socratic Circles, Critical Literacy and Culturally Responsive Teacher Education. In F. Carra-Salsberg, M. Figueredo, & M. Jeon (Eds.). Globally Informed Design and Praxis in Languages, Literatures and Linguistics Curricula (pp. 21-28). Toronto, Canada: University of Toronto Press.

Sterzuk, A & Shin, H. (2021). English monolingualism in Canada: A critical analysis of language ideologies. In U. Lanvers, A. Thompson, & M. East (Eds.). Language Learning in Anglophone countries: Challenges, practices, solutions (pp. 53-70). Palgrave Macmillan.

Shin, H. & Csiki, A. (2021). Neoliberal language, outcome-based education, and youth-at-risk in rural Canada. In M. Sardoc (Ed.) The Impacts of Neoliberal Discourse and Language in Education (pp. 175-190). Routledge.

Shin, H. & Lee, B. (2019) “English Divide” and ELT in Korea: Towards Critical ELT Policy and Practices. In: Gao X. (eds) Second Handbook of English Language Teaching. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-58542-0_5-1 

Shin, H. & Robertson, K. (2018). Immigrant and minority parent engagement: A participatory approach in pre-service teacher education program. In Y. Guo (Ed.). Home-school relations: International perspectives (pp. 267-284). Singapore: Springer.

Shin, H. (2015). From FOB to COOL: Transnational migrant students in Toronto and the styling of global linguistic capital. In A. Lo, N. Abelmann, S.A. Kwon & S. Okazaki (Eds.), South Korea’s education exodus: The Life and Times of Study Abroad (pp. 147-167). Seattle, WA: University of Washington Press. (Revision of Shin, 2012)

Shin, H. & Kubota, R. (2008). Postcolonialism and globalization in language education. In B. Spolsky & F. M. Hult (Eds.), The handbook of Educational Linguistics (pp. 206-219). Malden, MA: Blackwell Publishing.

Shin, H. (2007). ELT in Korea: Toward globalization or glocalization? In J. Cummins & C. Davison (Eds.), International handbook of English Language Teaching, Vol. 1 (pp. 75-86). Norwell, MA: Springer.

BOOK REVIEWS

Shin, H. (2019). English Language Ideologies in Korea: Interpreting the Past and Present. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2019.1621110

Shin, H. (2007). Medium of instruction policies: Which agenda? Whose agenda? Language Awareness, 16(1), 75-77. 

Shin, H. (2006). Racism without racists. TESOL Quarterly, 40(3), 652-654.

Shin, H. (2006). Negotiating bilingual and bicultural identities. Journal of Language, Identity, and Education, 5(2), 251-255.

Government of Canada Post-doctoral Research Fellowship, Department of Language and Literacy Education, University of British Columbia (UBC), Vancouver, Canada, 2010-2011.

International Scholarship, British Association for Applied Linguistics (BAAL), 2010

School of Graduate Studies Research Travel Grant, University of Toronto, 2007-2008.

The Language Learning Doctoral Dissertation Grant, Language Learning Journal, 2007.

Ontario Graduate Scholarship, Ontario Ministry of Training, Colleges, and Universities, 2005-2006. 2004-2005.

Tedx University of Saskatchewan - What a PhD couldn't teach me about diversity. September 7, 2019.

Dr. Hyunjung Shin, Assistant Professor Department of Curriculium Studies College of Education University of Saskatchewan 28 Campus Dr, Room 3120 Saskatoon, SK S7N 0X1