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Ari Sherris
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Last updated: 4/1/2018
Prof Ari Sherris
Regular Member
Professional Information
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  PhD
  Second Language Development
  Department of Teacher & Bilingual Education
  Bilingual Education
Personal Information
  Yes
Additional Information
  Bilingual, immersion, heritage, and language minority education (BIH), Second language acquisition, language acquisition, and attrition (SLA)
  Sherris, A. (2017). Activist spaces for Safaliba children to develop symbolic repertoires: A complex journey from drawing to writing. The 1st International Conference on Revitalization of Indigenous and Minoritized Languages, Barcelona, Spain.

Agyeman, N., & Sherris, A. (2017). Simpa advocacy: In search of grassroots activists. The 1s International Conference on Revitalization of Indigenous and Minoritized Languages, Barcelona, Spain.

Riestenberg, K., & Sherris, A. (2017). TBLT in indigenous language contexts: Investment and methodological principles in Zapotec and Salish revitalization. The 7th International Conference on Task-Based Language Teaching, Barcelona, Spain.

Sherris, A. (2016). Love and Death Conceptualized in Seven Ghanaian Languages. The 9th Linguistic Association of Ghana Annual Conference, Tamale, Ghana.

Sherris, A. (2016). Grassroots Safaliba Language and Literacy: Local Practices Reshaping Schooling. The 9th Linguistic Association of Ghana Annual Conference, Tamale, Ghana.

Sherris, A. (2016). Doing Safaliba literacy in school through situated practice, activism, and translanguaging. The 6th Cambridge Conference on Language Endangerment, Cambridge University, UK.

Sherris, A. & Schaefer, P. (2016). Activism, indigeneity, and translanguaging: A Safaliba literacy awakening. Symposium on Translanguaging and Repertoires Across Signed and Spoken Languages: Insights from Linguistic Ethnographies in (Super)Diverse Contexts. Max Planck Institute, Göttingen, Germany.

Sherris, A. (2015). Chair of Panel. Resisting Dominant Discourses: Pathways to literacy in outsider indigenous Ghanaian languages. The first School of Languages Conference “Multilingualism in Africa: Resource or Challenge?” University of Ghana, Legon.

Sherris, A. (2015). Resisting oppression: The case for outsider languages. The first School of Languages Conference “Multilingualism in Africa: Resource or Challenge?” University of Ghana, Legon.

Sherris, A. (2015). Resisting oppression: The case for Safaliba. The first School of Languages Conference “Multilingualism in Africa: Resource or Challenge?” University of Ghana, Legon.

Sherris, A. (2015). Knowledge is being: Salish Pend d’Oreille conceptual metaphors and speaking. The Fifth Cambridge Conference on Language Endangerment. Cambridge University, UK.

Sherris, A., Pete, T., & Haynes, E. (2015). Revitalization of Flathead Salish heritage language instruction through conceptual metaphor and task-based language teaching. AAAL, Toronto, Canada.

Dwyer, E., & Sherris, A. (2015). Blending social and school practices in African literacy development. TESOL International, Toronto, Canada.

Sherris, A., & Medina-Jimenez, M. (2015). Systemic functional linguistic approaches to young bilingual writing development. TESOL International, Toronto, Canada.

Sherris, A., Sulemana, S., Alhassan, A., Abudu, G., & Karim, A. (2014). Ghanaian village literacy efforts for youth not attending school. AAAL, Portland, Oregon.

Sherris, A. (2014). Nurturing North American language revitalization. TESOL International, Portland, Oregon.

Sherris, A., Pete, T., & Haynes, E. (2014). Everyday metaphors for teaching the Montana Salish language. Stabilization of Indigenous Languages Symposium, Hilo, Hawaii.

Sherris, A., & Robbins, J. (2014). Nurturing North American language revitalization. TESOL International, Portland, Oregon.

Sherris, A. (2013). Miccosukee language revitalization: Policy, oracy, & teacher appraisal. Language Endangerment: Language Policy and Planning Conference, Cambridge University, UK.

Sherris, A. (2013). Teaching L2 students to reduce the number of relative clauses and expand noun phrases in the interest of academic style. Annual Conference of the American Association for Applied Linguistics (AAAL), Dallas, TX.

Sherris, A. (2013). Lessons learned from national language and literacy development in Ghana. TESOL International, Dallas, TX.

Sherris, A. (2012). Reading and Writing Scientific Texts. TESOL International, Philadelphia, PA.

Sherris, A., Gomez, D., & Martinez, J. (2011). Bilingual children interacting in the academic language of science. TESOL International, New Orleans, LA.

Sherris, A., Moore, S., & Wright, L. (2011). A comparison of lesson design from four popular models. TESOL International, New Orleans, LA.

Sherris, A., Pete, T., & Matt, R. (2011). Task-based language teaching practices that support Salish revitalization efforts. The First Cambridge University International Conference on Language Endangerment: Documentation, Pedagogy, and Revitalization, Cambridge, England.
  Sherris, A. (2017). Talk to Text Safaliba Literacy Activism: Grassroots Ghanaian Educational Language Policy. Special issue on orality and literacy. Writing & Pedagogy.

Sherris, A. (2017). Reducing Subordinate Clauses in the Interest of Journal Style. NYS TESOL Journal.

Sherris, A., & Burns, M. S. (2015). New border crossings for the interaction hypothesis: The effects of feedback on Gonja speakers learning English in a rural school in Ghana. Pedagogies: An International Journal.

Sherris, A., Sulemana, S., Alhasan, A., Abudu, G., & Karim, A. (2014). School for Life in Ghana: Promoting literate opportunities for rural youth. Journal of Multilingual and Multicultural Development, 35(7), pp. 692-708.

Sherris, A. (2013). Re-envisioning the Ghanaian ecolinguistic landscape: local illustration and literacy. Intercultural Education, 24(4), pp. 348-354.

Rosekrans, K., Sherris, A., & Chatry-Komarek, M. (2012). Education reform for the expansion of mother-tongue education in Ghana. International Review of Education, 58(5), pp. 593-618.

Sherris, A. (2011a). Teddy the T-Rex, interaction, and spontaneous second language formative assessment and treatment. Classroom Discourse, 2(1), pp. 58-70.
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