Faculty – Lin, Shumin

  • 發布日期：115-06-04
  • 更新日期：115-08-25
  • 發布單位：英語教學研究所

Lin, Shumin
 
林淑敏 博士
Lin, Shumin, Ph.D.
03-5712121 ext. 52766
smlin@nycu.edu.tw
Ph.D., University of Illinois at Urbana-Champaign
Professional Title：Professor
      Personal website

研究領域：
  • 社會語言學, 語言人類學, 批判應用語言學, 語言與身分認同, 語言社會化, 多語跨文化溝通, 高齡社會語言學, 失智照護與溝通, 田野研究, 言談分析, 敘事分析
Research Interests：
  • sociolinguistics, linguistic anthropology, critical applied linguistics, language and identity, language ideology, language socialization, multilingualism and translanguaging, sociolinguistics of aging, communication in elder/dementia care, discourse analysis, narrative, ethnographic research methods
學歷：
  • Ph.D., University of Illinois at Urbana-Champaign
經歷：
  • 國立陽明交通大學 英語教學研究所 所長 (2024/2 ~2026/1)
  • 德國埃森大學 語言學 客座教授 (2024/7)
  • 國立陽明交通大學 英語教學研究所 代理所長 (2023/2~2024/1)
  • 國立陽明交通大學 語言教學與研究中心 代理主任 (2023/2~2024/1)
  • 美國喬治城大學 語言學系 訪問學者 (2021~2022)
  • 國立交通大學 語言與教學研究中心 華語組組長 (2019/2~2021/7)
  • 傅爾布萊特美籍英語教學助理ETA計畫 特聘顧問 (2018~2021; 2022/9~present)
  • 國立交通大學 英語教學研究所 助理教授 (2012/2~2017/7)
  • 美國南佛羅里達大學 人類學系 博士後研究 (2009-2011)
  • 國立蘭陽女中英文教師
  • 台北市立信義國中英文教師
Experience：
  • Chair, Institute of TESOL, NYCU (2024/2 ~2026/1)
  • Guest Lecturer, Linguistics, University of Duisburg-Essen (Germany) (2024/7)
  • Associate Editor, Journal of Language and Aging Research (2024/7 ~)
  • Professor, Institute of TESOL (2024/2)
  • Interim Chair, Institute of TESOL, NYCU (2023/2~2024/1)
  • Interim Director, Language Teaching and Research Center, NYCU (2023/2~2024/1)
  • Visiting Scholar, Department of Linguistics, Georgetown University (USA) (2021~2022)
  • Director, Chinese Language Program, NYCU (2019/2~2021/7)
  • Advisor, ETA Program, Fulbright Taiwan (2018~2021; 2022/9~present) 
  • Associate Professor, Institute of TESOL, NYCU (2017/8)
  • Assistant Professor, Institute of TESOL, NYCU (2012/2)
  • Postdoctoral Fellow, Department of Anthropology, University of South Florida (USA)
  • English Teacher, National Lanyang Girls’ High School, Yilan, Taiwan
  • English Teacher, Xinyi Junior High School, Taipei, Taiwan
  • Awards and honors
  1. Research Award, Flexible Salary Program for Recruitment and Retention of Talents, National Science and Technology Council (2025)
  2. Research Award, Flexible Salary Program for Recruitment and Retention of Talents, Ministry of Education (2023)
  3. Fulbright Outreach Lecturing Fund Award (2022)
  4. Research Award, Flexible Salary Program for Recruitment and Retention of Talents, Ministry of Education (2021)
  5. Fulbright Senior Research Grant Award (2020)
  6. Ministry of Science and Technology Subsidy for Short-Term Research Abroad (2020)
  7. Research Award, Flexible Salary Program for Recruitment and Retention of Talents, NYCU (2019)
  8. Finalist, Early Career Fellowship, Council on Anthropology and Education, American Anthropological Association (AAA) (2010)
  9. New Scholar Travel Award, Council on Anthropology and Education, AAA (2010)
  10. Postdoctoral Fellowship, Department of Anthropology, University of South Florida (2009-2011)
  11. Fellowship for Doctoral Candidate in the Humanities and Social Sciences, Institute of Ethnology, Academia Sinica, Taiwan (2005)
  12. Reading Group Grant, the Illinois Program for Research in the Humanities, University of Illinois. (2004)
  13. Fulbright Graduate Study Award (2020)
  14. Delta Kappa Gamma World Fellowship (for distinguished woman educators) (2020)
  • Publications
  1. Lin, S. (Forthcoming). Neurodiversity and dementia: Reframing the social in care interactions. Language in Society
  2. Lin, S. (2025). “I am very good at my work!” A narrative inquiry of Southeast Asian marriage migrants’ identity negotiations through their work. Journal of Multilingual and Multicultural Development, 46(4), 1081-1094. (SSCI)
  3. Lin, S. (2024). Power, solidarity, and sajiao in dementia care. Concentric: Studies in Linguistics, 50(1), 89-111 (THCI Core)
  4. Lin, S. (2024). Verbal play in dementia care: A longitudinal study. Pragmatics and Society, 15(1), 122-139. (SSCI)
  5. Lin, S., Wu, M.-H., & Leung, G. (2023). Life and work between home and “homeland”: A narrative inquiry of transnational Chinese adoptees’ identity negotiations across time and space. Applied Linguistics Review. (SSCI)
  6. Lin, S., Wu, M.-H., & Leung, G. (2023). “What if I was not adopted”: Transnational Chinese adoptee English teachers negotiating identities in Taiwan. International Journal of Bilingual Education and Bilingualism, 26(2), 216-229. (SSCI)
  7. Lin, S. & Hsueh, C.-H. (2022). Task-plus communication: Beyond the binary of task talk versus social talk in dementia care. In B. H. Davis, & M. Maclagan (Eds.), Caregiving East and West (pp. 102-113). Newcastle Upon Tyne, UK: Cambridge Scholar Publishing. 
  8. Lin, S. & Wu, J. (2022). Transforming identities and ideologies: Creating translanguaging space with overseas Chinese students in Taiwan. Taiwan Journal of TESOL, 19(1), 87-120. (THCI Core)
  9. Lin, S. (2022). Negotiating language choice in multilingual lab meetings: voices from domestic and international students in Taiwan. International Journal of Bilingual Education and Bilingualism, 25(1), 117-130. (SSCI)
  10. Lin, S. (2018). “Then you can ride the scooter to run away!” Gender positioning of marriage-migrants in adult Mandarin education in Taiwan,” International Journal of Bilingual Education and Bilingualism, 21, 617-631. (SSCI)
  11. Lin, S. (2018). To speak or not to speak in the new Taiwanese university: Class participation and identity construction in linguistically and culturally diverse graduate classrooms. Language and Intercultural Communication, 18(2), 184-203. (SSCI)
  12. Ke, I.-C. & Lin, S. (Corresponding Author). (2017). A translanguaging approach to TESOL in Taiwan. English Teaching & Learning. 41(1), 33-61. (THCI Core) 
  13. Guo, Y.-J. & Lin, S. (2016). L2 Oral academic discourse socialization through group discussion in TESOL. The Asian Journal of Applied Linguistics, 3(1), 17-26. 
  14. Jang, Y., Huang, Y.-J., Yoon, H., & Lin, S. (2016). Correlates of self-rated health and self-rated mental health in older Chinese Americans. Social Work in Public Health, 31(4), 309-315. (SSCI)
  15. Lin, S. (2015). Circulating discourses of minority education: The linguistic construction of modernity in globalizing Taiwan. Anthropology & Education Quarterly, 46(1), 71-87. (SSCI) 
  16. Lin, S., Liu, J., & Jang, Y. (2014). The role of psychosocial and cultural factors as correlates of depressive symptoms in Chinese American older adults. Clinical Gerontologist, 37(2), 180-119. (SSCI)
  17. Korte, R., & Lin, S. (2013). Getting on board: Organizational socialization and the contribution of social capital. Human Relations, 66(4), 407-428. (SSCI 2014)
  18. Lin, S. (2012). Class wreckage and class re-positioning: Narratives of Japanese-educated Taiwanese. In Lois Weis and Nadine Dolby (Eds.), Social class and education: Global perspectives (pp. 73-90). New York: Routledge. 
  19. Miller, P. J., Fung, H., Lin, S., Chen, E. C., & Boldt, B. (2012). How socialization happens on the ground: Narrative practices as alternate socializing pathways in Taiwanese and European-American families. Monographs of the Society for Research in Child Development (Vol 77) (SSCI)
  20. Miller, P. J., Koven, M., & Lin, S. (2011). Language socialization and narrative. In A. Duranti, E. Ochs, & B. Schieffelin (Eds.), The Handbook of Language Socialization (pp. 190-208). Oxford, UK: Wiley-Blackwell.
  21. Korte, R., & Lin, S. (2011). Investing for success: Newcomer socialization and the development of social capital. Proceedings of the Academy of Human Resource Development Conference.
  22. Lin, S. (2009). How listening is silenced: A monolingual Taiwanese elder constructs identity through television viewing. Language in Society, 38, 311-337. (SSCI)
  23. Miller, P. J., Chen, E. C., & Lin, S. (2009). Narrative. In R. Shweder, T. Bidell, A. Dailey, S. Dixon, P. J. Miller, & J. Modell (Eds.), The Chicago companion to the child. Chicago, IL: The University of Chicago Press.
  24. McCarthey, S. J., Garcia, G. E., Lopez, A., Lin, S., & Guo, Y. (2004). Understanding writing contexts for English language learners. Research in the Teaching of English, 38, 351-394. (SSCI)
  •  Conference Plenary Speech
  1. Lin, S. (2024). Framing and eldercare communication: Towards a socio-cultural practices approach to language and aging. A plenary speech given in the 6th Conference on Language and Aging Research, April 10-12, 2024, Tubingen, Germany.
  •  Conference Presentations
  1. Lin, S., Hamilton, H. E., & S.-Y. Chen (研究助理). (2025). Negotiation of understanding in human-robot conversations in dementia care. Paper presented at the 19th International Pragmatics (IPrA) Conference, June 22-27. Brisbane, Australia. 
  2. Lin, S. (2025). A socio-cultural approach to eldercare communication: Ethnographic insights from adult day centers in Taiwan. Society for Social Work and Research (SSWR) Conference. January 15-19, Seattle, USA.  
  3. Leung, G., Yang, J.-K., Wu, M.-H., & Lin, S. (2023). Examining waishi teacher identity development in L2 English classroom settings: A discourse analysis of English teaching assistants. Paper presented in Tunghai International Conference on Second Language Teaching and Research. 
  4. Lin, S. (2023). Blending frames in dementia care: Creating moments of meaningful interactions. Paper presented in the AAAL 2023 conference, Portland, Oregon. 
  5. Wu, M.-H., Lin, S., & Leung, G. (2023). Life and work between home and “homeland”: A narrative inquiry of Chinese adoptees’ identity negotiations. Paper presented in the AAAL 2023 conference, Portland, Oregon.
  6. Lin, S., & Hsueh, C.-H. (2022). Communication in dementia care in adult day centers: A cross-cultural sociolinguistic study in Taiwan and the US. Paper presented at the 2022 Asia Pacific Regional Conference of Alzheimer's Disease International, Taipei.
  7. Lin, S. (2022) “I can naturally infantilize myself in front of the elders!” Co-constructing relational identities through sajiao in dementia care. Taiwan Society for Anthropology and Ethnology Annual Meeting (台灣人類學與民族學年會), National Sun Yat-sen University, Kaohsiung, Taiwan.
  8. Leung, G., Wu, M.-H., Lin, S., & Yang, J.-K. (March 19-22, 2022). Implementing meaningful Mandarin-English education in Taiwan: Some insights from dual language elementary schools in Kaohsiung. American Association of Applied Linguistics (AAAL) Conference. Pittsburg, Pennsylvania.  
  9. Lin, S. (June 27-July 2, 2021). Conversation as inclusion: Verbal play in dementia care. 17th International Pragmatics (IPrA) Conference Online.  
  10. Lee, M.-H. & Lin, S. (2021). English extensive reading versus English textbook reading: Ideology, agency, and the linguistic market in Taiwan. American Association of Applied Linguistics (AAAL) Conference Online. 
  11. Lin, S. (2020). From infantilizing to collaborating: Interactions in an adult day center in Taiwan. The Gerontological Society of America (GSA) 2020 Annual Scientific Meeting Online. 
  12. Ke, I.-C. & Lin, S. (2019). A translanguaging approach to TESOL in Taiwan. 2019 English Teaching & Learning International Conference. National Taiwan Normal University, Taipei, Taiwan. 
  13. Lin, S. & Guo, Y.-J. (2019). Political participation via keyboards: Taiwanese youth’s identity construction through online political discourse. Workshop National Identities and the Youth in East Asia: Popular Culture, Political Mobilisation, and Digital Spaces. Université libre de Bruxelles, Belgium.
  14. Lin, S. & Guo, Y.-J. (2018). Youth’s political engagement and identity construction online: A case study of political discourse of Taiwan’s 2016 presidential election. Sociolinguistics Symposium 22. University of Auckland, New Zealand. 
  15. Lin, S. (2018). Language choice in the internationalized university contact zone: A case study in a research university in Taiwan. American Association of Applied Linguistics Conference, Chicago.
  16. Tseng, S. F. & Lin, S. (2018). Strategies and Philosophy of a Literature Circle Approach to EFL Education in Taiwan: A Classroom Study. Paper presented at 2018 International Conference on Applied Linguistics & Language Teaching. National Taiwan University of Science and Technology, Taipei, Taiwan. 
  17. Lin, S. (2018). Introduction to the panel “‘I am not just a performing monkey’: Native English-speaking teachers negotiate professional identities in Taiwan” (with Dr. Genevieve Leung), International Conference on Applied Linguistics and Language Teaching, National Taiwanese University of Science and Technology. 
  18. Lin, S. (2018). Introduction to the Panel “Privilege or marginalization? How NESTs and NNESTs negotiate identities in internationalized ELT in Asia” (with Dr. Genevieve Leung), International Conference on English Teaching and Learning, National Tsing Hua University, Hsinchu, Taiwan. 
  19. Chen, Y.-H. & Lin, S. (2018). Multilingual mediated language socialization of young children at home. Paper presented at 2018 International Conference on English Teaching and Learning. National Tsing Hua University, Hsinchu, Taiwan.
  20. Guo, Y.-J. & Lin, S. (2017). Political engagement via keyboards: A case study on Taiwanese youth’s identity construction in online political discourse. The 23rd Annual Conference on Language, Interaction, and Social Organization (LISO), University of California, Santa Barbara. 
  21. Lin, S. (2017). Second language learners as mothers: Educating marriage-migrants to educate their children. Conference on Imagining the Future: Community Innovation and Social Resilience in Asia. Chinese University of Hong Kong, Hong Kong. 
  22. Lee, M.-H. & Lin, S. (2015). English Extensive Reading versus English Textbook Reading: Agency, Identity, and the Linguistic Market in Taiwan. The Twelfth Annual Wenshan Conference. National Chengchi University, Taipei, Taiwan.
  23. Lin, S. & Guo, Y.-J. (2015). Translanguaging and political engagement: Collaborative transgression of language and political norms in social media. The 4th International Conference on Language, Education and Diversity, University of Auckland, New Zealand. 
  24. Lin, S. (2015). Adult Mandarin education and globalization: Neoliberal management of linguistic minorities in Taiwan. The International Conference of the Sociolinguistics of Globalization: (De)centering and (de)standardization, the University of Hong Kong, Hong Kong. 
  25. Guo, Y.-J., & Lin, S. (2015). L2 academic discourse socialization through group discussion in TESOL. The CAES International Conference 2015, Faces of English: Theory, Practice and Pedagogy, the University of Hong Kong, Hong Kong. 
  26. Lin, S. (2015). “Then you can ride the scooter to run away!” Social positioning of marriage immigrants in adult Mandarin education in Taiwan. American Association of Applied Linguistics Conference, Toronto, Canada.  
  27. Lee, M.-H. & Lin, S. (2015). Beyond reading skills in extensive reading with book talks: Identity construction through critical thinking. American Association of Applied Linguistics Conference, Toronto, Canada.  
  28. Lee, M.-H. & Lin, S. (2014). Identity Construction in book talks of young adult literature: A case study of English extensive reading in Taiwan. The Sixth CLaSIC Conference, Singapore. 
  29. Lin, S. (2014). English-medium instruction, class participation, and identity construction in internationalized university classrooms in Taiwan. Linguistic Association of Canada and the United States Meeting, Vancouver, Canada. 
  30. Lin, S. (2013). Class wreckage and class re-positioning: Narratives of Japanese-educated Taiwanese. In invited presidential panel “Poverty and Privilege in the Changing Global Landscape: Education and the Production of New Forms of Social Stratification,” American Educational Research Association Meeting, San Francisco, California.
  31. Lin, S. (2012). “I love to watch NHK most!” Japanese-educated Taiwanese elders construct multilingual, educated identities. American Anthropological Association Meeting, San Francisco, California
  32. Lin, S. (2011). Modernity as discourse: Symbolic construction of (il)literacy in contemporary Taiwan. American Anthropological Association Meeting, Montreal, Canada.
  33. Lin, S., Miller, P. J., Fung, H., & Chen, E. C. (2011). Listening matters but it matters more in Taipei than Longwood: A longitudinal study of young children's narrative participation. The Society for Research in Child Development Biennial Meeting, Montreal, Canada. 
  34. Lin, S. (2010). Historical displacement, transnational migration, and linguistic inequality: Adult literacy and construction of “social children” in Taiwan. American Anthropology Association Meeting, New Orleans, Louisiana. 
  35. Lin, S. (2010). When the transnational meet the traditional: Constructing female marriage immigrants and elderly Taiwanese as “social children” in contemporary Taiwan. National Communication Association, San Francisco, California.
  36. Lin, S. (2009). Linguistic marginalization through television viewing. In invited panel “Ethnographic Research in Cultural Psychology,” The Fifth International Congress of Qualitative Inquiry, Champaign, Illinois. 
  37. Lin, S. (2007). Taiwanese elders, Vietnamese mothers: Language socialization in an adult education program in rural Taiwan. American Association of Applied Linguistics, Costa Mesa, California.  
  38. Miller, P. J., Lin, S., Chen, E. C., Fung, H., Licciardello, V. (2007). Becoming active has distinct meanings: Taiwanese and Euro-American children's changing participation in personal storytelling. The Society for Research in Child Development Biennial Meeting, Boston, Massachusetts.
  39. Lin, S. (2007). Construction of selves in the sitting room. The Sixth Annual Conference of the Association for Anthropology and Gerontology, Pennsylvania State University, State College, Pennsylvania. 
  40. Lin, S. (2005). From vernacular to Mandarin: A sociohistorical perspective on the adult literacy program in Taiwan. International and Intercultural Communication Association, Taipei, Taiwan. 
  41. Lin, S. (2004). Monolingual elders and multilingual TV. American Association of Applied Linguistics Annual Meetings, Portland, Oregon.
  42. McCarthey, S. J., Lin, S., & Guo, Y. (2003). Sociocultural case studies of biliteracy development. National Reading Conference, Scottsdale, Arizona.
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