Dr. Sonia Shiri is Associate Professor, Middle East Language Programs Coordinator and Director of the Arabic Flagship Program at the University of Arizona. Prior to joining MENAS, Dr. Sonia Shiri coordinated the Arabic Program at the University of California, Berkeley, taught Arabic at Oxford University and held a Research Fellowship at the Center for Women and Gender at Stanford University. From 2009-2012, she acted as Senior Academic Director of the Critical Language Scholarship (CLS), overseeing curriculum development, program administration, and teacher training in Morocco, Tunisia, Egypt, Jordan and Oman. During 2002-2005, she served as the Academic and Outreach Coordinator for the Berkeley Language Center. In 2007, Dr. Sonia Shiri received UC Berkeley’s Faculty Award for Outstanding Mentorship of Graduate Student Instructors” then CALICO’s “Access to Language Education Award” in 2008.
Office Hours: Thurs 1:00-2:00 PM and by appointment
Ph.D. and M.Sc.: Edinburgh University, U.K.
B.A.: University of Tunis, Tunisia
Language pedagogy, study abroad, distance learning, CALL, blended learning, critical discourse analysis, linguistic/semiotic landscapes, heritage language development and maintenance, language contact and language conflict, and Communication Accommodation Theory.
2017 Shiri, S. and Joukhadar, C., Arabic Diglossic Speaking without Mixing: Practices and Outcomes from a Beginning Level. In M. Al-Batal (Ed.) Arabic as One: Integrating Dialect in the Arabic Language Curriculum. Georgetown University Press: Washington D.C.
2015 Shiri, S., Intercultural Communicative Competence Development During and After Language Study Abroad: Insights From Arabic. Foreign Language Annals, 48: 541–569.
Click here for article (Click here for the article)
2015. The Homestay in Intensive Language Study Abroad: Social Networks, Language Socialization, and Developing Intercultural Competence. Foreign Language Annals, 48: 5–25. Click here for article
2015. Co-constructing Dissent in the Transient Linguistic Landscape: Multilingual Protest Signs of the Tunisian Revolution. In Rani Rubdy and Selim Ben Said (Eds.), Conflict, Exclusion and Dissent in the Linguistic Landscape. Palgrave McMillan. Click here for article
2013. Learners' attitudes toward regional dialects and destination preferences in study abroad. Foreign Language Annals, 46: 565–587. Click here for article; Click here for video abstract
2012. Online Arabic Language Learning: What Happens After?. With Robert Blake. L2 Journal, 4(2). Click here for article
2010. Arabic in the United States. In K. Potowski (Ed.), Language Diversity in the United States. (pp. 206-222). Cambridge: Cambridge University Press. Click here for article
2007. Arabic Without Walls: Online Introductory Arabic Course. 2007. http://uccllt.ucdavis.edu/aww
2013 (First Published 2002). ‘Speak Arabic Please!: Tunisian Arabic Speakers’ Linguistic Accommodation to Middle Easterners. In A. Rouchdy (Ed.), Language Contact and Language Conflict in Arabic Variations on a Sociolinguistic Theme. New York: Routledge Curzon Press. Click here for article