Shumin Lin

National Yang Ming Chiao Tung University

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i-10 index

Research Trends

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Document Type

Co-Authors

Ming-Hsuan Wu

Adelphi University

Genevieve Leung

University of San Francisco

Peggy J. Miller

University of Illinois Urbana-Champaign

Yuri Jang

University of Southern California

Russell Korte

Purdue University West Lafayette

Solim Bae

Andy Bade

Mariela Nuñez‐Janes

University of North Texas

Liu Jielin

University of South Florida

Sarah J. McCarthey

University of Illinois Urbana-Champaign

Cooperative Institutions

University of Illinois Urbana-Champaign

University of Illinois System

The University of Texas at Austin

Stanford University

University of South Florida

University of Pennsylvania

California University of Pennsylvania

University of Southern California

Portland State University

Texas State University

Author Statistics

Papers

Citation

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i-10 index

Research Field

Class wreckage and class repositioning: Narratives of japanese-educated taiwanese

Shumin Lin

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Citations (1)

Life and work between home and “homeland”: a narrative inquiry of transnational Chinese adoptees’ identity negotiations across time and space

Applied Linguistics Review (2023)

Shumin Lin Ming-Hsuan Wu Genevieve Leung

Abstract Unlike Korean or Vietnamese adoptees who came to the U.S. during the postwar era, Chinese adoptees are mostly abandoned female infants under China’s one-child policy from 1980 through 2015. Little work has documented Chinese adoptees’ identity (trans)formation across time and space. This study examines how three Chinese adoptees from the U.S. who chose to go to Taiwan to teach English make sense of their Chinese heritages and their lives in and out of Asia. Drawing on the frameworks of positioning and chronotopic identities, this cross-sectional, multiple case study documents the participants’ identity (trans)formations through their narratives on their moves across the U.S., China, and Taiwan during different points of their lives. Our adoptee participants’ home and work experiences over time represent diverse pathways for their negotiations of various aspects of their identities – linguistic, cultural, Chinese, American, Asian American, and adoptee – in their life trajectories transnationally. Their diverse experiences complicate current understandings of adoptee identities within and across the adoptive home, the “homeland” of their birth places, and beyond.

Homeland

Vietnamese

Chinese americans

Identity negotiation

10.1515/applirev-2023-0023

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Jee-Hyun Kim, soprano

Jeehyun Kim Andy Bade Solim Bae Amanda Pepping Shumin Lin

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‘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 (2016)

Shumin Lin

This study aimed to explore how gender restructuring might interact with immigrant second language (L2) learning in the new trends of feminized marriage migration in Asia, using Mandarin-language education in Taiwan as a case study. Drawing on positioning theory to analyze classroom discourse in a Mandarin-language class for marriage-migrants, this paper shows how the societal gendered expectations of marriage-migrants are concretely manifested and discursively negotiated in the classroom. As the teacher interactively positioned students as runaways, potential transgressors of chaste womanhood, and unfit mothers, the focal student reflectively positioned herself as an autonomous woman, capable mother, avid language learner, and multilingual speaker. By focusing on the dynamic negotiations of gender positionings in the language classroom for marriage-migrants in Asia, this study extends current research on immigrant L2 education to examine the nexus of globalization, transnational marriage migration, gender, and adult immigrant education.

Mandarin Chinese

10.1080/13670050.2016.1192102

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Citations (5)

Power, solidarity, and sajiao in dementia care

Concentric Studies in Linguistics (2024)

Shumin Lin

Abstract While scholars in the sociolinguistics of aging have shown that communication in eldercare is characterized by the predominance of infantilizing speech or elderspeak, sajiao , a self-infantilizing speech, has not been examined in this context. Further, current research on sajiao has focused primarily on young women. How sajiao is used in intergenerational communication involving adults and older adults is rarely examined. Drawing on two years of ethnography in two adult day centers in Taiwan, this paper examines the negotiation of power and solidarity through sajiao in dementia care. Sajiao is used for both task-oriented/transactional goals and interpersonal/relational goals and often serves multifunctional purposes to influence and to connect simultaneously. The intent and effect of sajiao as strategies of persuasion and influence (that is, power) and/or strategies of engagement and connection (that is, solidarity) is jointly constructed and negotiated. The multiple data sources of this longitudinal study—including ethnographic observations, interviews, and video-recordings—allow for richly contextualized interpretations of interactional episodes and reflective accounts, revealing a complex picture of power and solidarity negotiated through sajiao . This study contributes to research on eldercare communication by demonstrating the ambiguity and polysemy of discursive strategies in eldercare communication with regard to power and solidarity.

10.1075/consl.00035.lin

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Historical Displacement, Transnational Migration, and Linguistic Inequality: Adult Literacy and Construction of "Social Children" in Taiwan

PsycEXTRA Dataset (2010)

Shumin Lin Mariela Nuñez‐Janes

Social Inequality

10.1037/e642502011-001

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Negotiating language choice in multilingual lab meetings: voices from domestic and international students in Taiwan

International Journal of Bilingual Education and Bilingualism (2019)

Shumin Lin

This article examines language practice in international higher education (HE) in non-Anglophone countries, with a focus on language choice and negotiation in engineering and science lab meetings among culturally and linguistically diverse students and professors. Analyses of 53 in-depth interviews with students and professors in a research university in Taiwan show that the professors addressed the linguistic diversity among domestic and international students by imposing an English policy or having an open policy for the lab meetings. Whatever the policy is, the language choice was subject to constant negotiations among all lab members, leading to dynamic flows and configurations of translanguaging. The language choice and negotiation is embedded in the local-global tensions in that local students' language preference is the local language Chinese, while international students' language preference is the global lingua franca English. The study suggests that multilingual multimodal academic communication in international HE is natural but not all language choices are equally inclusive and conducive to learning for all members. This study has provided a comprehensive picture and nuanced analyses of language choice in multilingual lab meetings. Future research with discourse data would enrich the present findings to further explicate optimal translanguaging practices in international HE.

Translanguaging

Language Policy

Medium of instruction

Local language

10.1080/13670050.2019.1636762

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Citations (16)

Circulating Discourses of Minority Education: The Linguistic Construction of Modernity in Globalizing Taiwan

Anthropology & Education Quarterly (2015)

Shumin Lin

Drawing on 15 months of fieldwork in Taiwan, this article analyzes circulating discourses and practices across heterogeneous scales that conflate Taiwanese minority-language elders with foreign brides as nonmodern and childlike. The assiduous production and reproduction of historically and geographically displaced linguistic Others is part and parcel of the production of Taiwan's modern 21st-century identity. Through this construction of the linguistic Other, Taiwan asserts itself as an already modern society.

Conflation

10.1111/aeq.12088

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Citations (6)

L2 oral academic discourse socialization through group discussion in TESOL

Yanjun Guo Shumin Lin

Learning discipline specific communicative norms is crucial for academic success in higher education, especially for EFL students in institutions using English-medium instruction (EMI) as is becoming increasingly common in Asia. An emerging body of literature has examined oral academic discourse socialization in higher education. However, it focuses primarily on Western settings. Drawing on classroom interactions in a TESOL graduate course in Taiwan, this study examines students’ socialization into group discussions. Informed by theoretical frameworks of language socialization and community of practice, this study uses qualitative and discourse-analytic methods to analyse audio-recordings of group discussions, interviews with students, and classroom observations. The students collaboratively facilitated discussions by asking open-ended questions, coupled with elaborate contextualization of the questions. In responding to questions, they linked self-experiences or knowledge of the world to the concepts discussed to establish epistemic stance. Discussion of how these discourse features are different from those used in another course is also provided. The paper concludes with pedagogical implications for EAP courses to prepare students for oral discussions in specific academic communities.

Socialization

Contextualization

Discourse community

Community of practice

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Getting on board: Organizational socialization and the contribution of social capital

Human Relations (2012)

Russell Korte Shumin Lin

When starting a new job, newcomers strive to learn the tasks and expectations of their work, decipher the unwritten rules or norms of the culture, and achieve membership in the organization. The literature on the socialization of newcomers in organizations typically links success to the ability of the newcomer to learn to fit in. Yet recent empirical studies identified coworkers and managers as sharing the responsibility for successful socialization. The purpose of this study was to investigate the orientation and socialization processes (also known as onboarding) from the broader perspective of social capital. The concept of social capital generally describes the value and resources of social relations and network ties afforded to members of social networks or groups. Through a set of in-depth interviews with newly hired engineers in a large manufacturing organization, newcomers reported how they learned about and integrated into the social networks that made up their workplace. Overall, it was the quality of the relationships newcomers formed with coworkers and managers that was the primary driver of socialization outcomes.

Onboarding

Socialization

Value (mathematics)

10.1177/0018726712461927

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Citations (129)