Professor Goldstein began her interest in applied linguistics and in language education in the early 70s as an undergraduate linguistics major and she has never looked back. Intrigued by the sociolinguistic factors that influence second language learning and their implications for language education and intrigued with nonstandard varieties, Professor Goldstein’s dissertation examined sociolinguistic factors that influence Spanish native speaker teenaged boys from Latin America enrolled in NY public schools who chose to learn African American Vernacular English. Her article based on this research and published in TESOL Quarterly won the 1986 TESOL distinguished research award.
While pursuing her doctorate, Professor Goldstein accepted her first tenure position at Hunter College in New York, where she developed her interest in second language writing, and her research interests in teacher feedback and student revision. She has continued to pursue both interests — sociolinguistics as applied to language education and second language acquisition, and second language writing throughout her career, in her research and her teaching at her previous positions in NY and California and at the Middlebury Institute, as a board member on The Journal of Second Language Writing and The Journal of Writing Response, and through her publications and presentations.
In 2009, while at the Middlebury Institute, Professor Goldstein was asked to develop a course on Intercultural Communication. This sparked her interest in the field of intercultural competence, and since then she has been involved in ICC as a teacher, learner, workshop and conference presenter, and as part of the MIIS Intercultural Competence committee. Professor Goldstein has also been involved throughout her career as an administrator, directing writing programs at Hunter College, Dominican University, and at MIIS, and presently serves as the program chair for the TESOL and TFL MA programs.
Courses offered in the past two years.
- Current term ●
- Upcoming term(s) ○
Communication in Multicultural Settings
This course examines the social, cultural and linguistic factors that play a role in how intercultural communication is accomplished in multilingual/ multicultural settings and will enable students to gain the knowledge and tools needed for effective participation in multilingual/multicultural communication. The course is designed for students in all programs (T&I, business, policy, and TESOL/TFL), who will find themselves interacting with people across varied linguistic and cultural backgrounds .
The goals of this course are to:
(1) gain the knowledge needed to understand and interact effectively in multilingual/multicultural settings. This includes knowledge about social, cultural, and linguistic factors in terms of how they interact with each other and how they affect and are affected by interactions in multilingual/multicultural settings;
(2) develop an understanding of the roles linguistic and cultural attitudes play in interactions across multilingual and multicultural settings and how they influence the success of such interactions;
(3) develop the awareness needed to successfully participate in multilingual/multicultural interactions. This addresses not only the knowledge and attitudes discussed above but also how communication/interaction is structured across cultures and languages, how communication is monitored while in interaction, and what factors support or hinder successful interactions;
(4) develop "tools" for understanding our own and others' ways of interacting in order to be able to participate effectively in multilingual/multicultural interactions across a range of languages and cultures.
Spring 2017 - MIIS, Spring 2018 - MIIS
Introduces the interplay between language and society. Discusses regional and social dialects as well as the role of linguistic attitudes and language variation in language learning and teaching.
Fall 2017 - MIIS
The Applied Linguistics Capstone is designed to help TESOL/TFL students refine their skills as applied linguistics professionals. Course participants will develop either a curriculum project, a, empirical research report, or an assessment tool, using original data that they have collected and analyzed. The course also aims to induce students to reflect on their previous coursework, as well as explore and clarify their future plans for careers as language teaching professionals.
Applied Linguistics Capstone Student Learning Outcomes (SLOs):
Understand processes of inquiry relevant to language education
Plan research activities for designing curriculum and language instruction, assessment, or empirical investigation
Execute data collection procedures
Analyze data using appropriate quantitative and qualitative methods
Synthesize and report findings clearly, convincingly, and creatively for a professional audience
Apply research skills in educational settings
Spring 2017 - MIIS
Areas of Interest
- Second Language Writing
- Writing Program Administration
- Social justice and language policy, language education, and language program administration
- Community outreach and advocacy for ESL learner populations
- Second language teacher education
- Intercultural communication / intercultural competence
- Intercultural communicative competence and the roles of power, identity, and ethics in intercultural interactions
- The complex processes and interactions between teacher feedback to second language writers and second language writer’s revisions /learning
- Qualitative and mixed methods research approaches to studying second language writing and second language writers, and to examining second language teacher feedback and student revision
- EdD in Applied Linguistics, Teachers College, Columbia University, 1986
- MEd in TESOL, Teachers College, Columbia University, 1980
- MA in Linguistics; TESOL Certificate, The University of Pittsburgh, 1976
- BA in Linguistics, University at Buffalo (SUNY Buffalo), 1975
Professor Goldstein has been teaching at the Institute since 1986.
Professor Goldstein is the 1987 recipient of the International TESOL-Newbury House Publishers Award for Distinguished Research and the 2000 recipient for Honorable Mention for best article published in the Journal of Second Language Writing. She has served as a consultant to Educational Testing Service, is on the editorial board of the Journal of Second Language Writing and has served on the TESOL publications committee and the TESOL serial publications committee. She is the founder of the EAPP and the writing program at the Institute.
She has published articles in TESOL Quarterly, Studies in Second Language Acquisition, The Journal of Second Language Writing, the CATESOL Journal and in various edited volumes and is the author of Teacher Written Commentary in Second Language Writing Classrooms, a volume in the series on multilingual writers for the University of Michigan Press.