Professor Goldstein has taught at San Francisco State University, the University of Pittsburgh, LaGuardia Community College, Hunter College, Columbia University, Dominican University, and the Regional Language Centre in Singapore.
She 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.
Sociolinguistics, English discourse and grammar, applied linguistics research, second language composition, second language acquisition, writing for publication, distance learning, web design, writing program administration, writing assessment, intercultural communication
EdD, Applied Linguistics, and MEd, TESOL, Teachers College, Columbia University; MA, Linguistics and TESOL Certificate, University of Pittsburgh; BA Linguistics, SUNY Buffalo.
Courses offered in the past four years.
▲ indicates offered in the current term
▹ indicates offered in the upcoming term[s]
EDUC8560 - Teaching of Writing
Surverys theories and research in first and second language composition. Explores various types of written texts and discusses means of responding effectively to student writing.
Fall 2016 - MIIS
ICCO8570 / LING9570 - Comm 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
LING8510 - Intro to Sociolinguistics
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 2015 - MIIS, Fall 2016 - MIIS
LING8670 - Applied Linguistics Capstone ▹
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
Fall 2015 - MIIS, Spring 2017 - MIIS