Shannon M. Daniel
Director of English Language Learner M.Ed. Program, Department of Teaching and Learning
Senior Lecturer, Department of Teaching and Learning
Shannon Daniel’s research and practice focus on improving the educational experiences of transnational youth learning English as an additional language in the United States. Within this broader aim, her interests include teacher learning and the responsive design of teacher education curriculum, children’s learning of English language and literacy in elementary schools, and resettled refugee teens’ learning experiences in out-of-school contexts. Currently, Shannon is conducting a study on how resettled refugee teens learn during an after-school program. In addition to designing and implementing a responsive literacy-focused curriculum in the afterschool program, Shannon is examining transnational teens’ strategies for success. If you are interested in getting involved in these current research efforts, email firstname.lastname@example.org.
In the Department of Teaching and Learning at Vanderbilt, Dr. Daniel teaches classes and practicums focused on sociocultural foundations and methods of teaching English Language Learners. Shannon advises undergraduates pursuing the Second Language Studies major. In 2014, Shannon co-led a study abroad program in Costa Rica with Dr. Paula Mellom from the University of Georgia.
Prior to moving to Nashville in 2012, she earned her doctorate in Teacher Education and Professional Development from the University of Maryland, College Park. While there, Shannon studied pre-service elementary teachers’ opportunities to learn to educate multilingual students effectively. This dissertation topic was motivated by her prior experience as an English as a Second Language teacher. Her publications can be found in Teacher Education Quarterly, TESOL Quarterly, Journal of Adolescent and Adult Literacy, Teachers and Teaching: Theory and Practice, TESOL Journal, Action in Teacher Education, and the Journal of Education in Teaching.
- Daniel, S., & Conlin, L. (2015). Shifting Attention Back to Students within the Sheltered Instruction Observation Protocol (SIOP). TESOL Quarterly, 49(1), 169-187. DOI: 10.1002/tesq.213.
- Daniel, S., Jiménez, R., Pray, L., & Pacheco, M. (online ahead-of-print). Scaffolding to make translanguaging a classroom norm. TESOL Journal. DOI: 10.1002/tesj.361.
- Reynolds, D., & Daniel, S. (online ahead-of-print). Toward contingency in scaffolding reading comprehension: Next steps for research. Reading Research Quarterly, 53(3). DOI: 10.1002/rrq.200.
- Daniel, S., & Eley, C. (2018). Improving cohesion in our writing: Findings from an identity text workshop with resettled refugee teens. Journal of Adolescent and Adult Literacy, 61(4), 421-431. DOI: 10.1002/jaal.700.
- Daniel, S., & Pray, L. (2017). Learning to teach English language learners: A study of elementary school teachers’ sense-making in an ELL endorsement program. TESOL Quarterly. DOI: 10.1002/tesq.347.