BA (University of Cincinnati), MA (Columbia University, Teachers College), and Ed.D. (University of Cincinnati)
Sally Lamping is a lecturer in literacy at Charles Sturt University's Bathurst Campus. Prior to coming to Charles Sturt, Sally was a Professor of English and Education and the director of an undergraduate English Integrated Language Arts program at a U.S. university. She has spent a portion of her career as an upper primary and secondary English teacher in West Africa, New York City, Washington D.C., and Cincinnati, Ohio, which included several years as a ninth grade English teacher at the first public Montessori High School in the U.S. Sally also has experience teaching and working with adolescent and adult English as an Additional Language (EAL) learners.
Sally's research focuses on the ways in which schools provide meaningful access to literacy for students who come from culturally, linguistically, and educationally diverse backgrounds. She often works alongside teachers and administrators to investigate the literacy practices of these students and their families in order to shape school and classroom reform from a strengths-based perspective and create more welcoming spaces for all students. Her work includes helping schools strengthen welcoming practices, build classroom communities, and increase in-school and out-of-school literacy engagement for students.
Sally's doctoral dissertation focused on adult EAL students form oral language backgrounds; it tracked them through their lives and work in the United States as they immersed themselves in a society based in writing, where they were learning English and written literacy for the first time. She has continued this work throughout her career, often in capacities that support adolescents who come from interrupted formal educational backgrounds.
In 2014, Sally was a U.S. Fulbright Senior Research Scholar in Adelaide, South Australia, where she conducted research alongside teachers in one of Australia's only remaining stand-alone New Arrival Programs for adolescents. During that time, she also visited teachers in the Northern Territory to investigate their practices surrounding literacy engagement with diverse learners.
Sally has several publications in the areas of English education, literacy, and TESOL, which include her 2012 co-authored book Trust Me! I can Read: Building from Strengths in the High School English Classroom (Teachers College Press). Sally has also won awards for her community engagement, teaching, and program development, especially surrounding her ongoing collaboration with urban schools.
Lamping, S. & Blase, D. (2012). Trust Me! I Can Read: Building from Strengths in the High School English Classroom. New York: Teachers' College Press.
Lamping, S. (2015). Multi-modal literacy: Best practices for comprehension instruction. In Sherri Paris & Kathy Headly (Eds.), Comprehension instruction: Research-Based Best Practices (293-310). New York: Guilford Press.
Lamping, S. (2009). Stepping into a participatory adult ESL curriculum. In Ann F. Smith & Gregory Strong (Eds.), TESOL Adult Learners: Context and Innovation (71-79). Alexandria, Virginia: TESOL.
Lamping, S. (2016). You are not a deficit: Reading relationships in an Australian new arrival program. English Journal, 106(1).
Lamping, S. (2009). Uncovering miracles with writers in residence. Ohio Journal of English Language Arts, 49(1), 18-24.
Lamping, S. & Beach, B. (2008). Minding the cover story: Boys, workshop, and real reading. Assembly on Literature for Adolescents: National Council of Teachers of English (AL AN) Review, 35(3), 62-68.
Lamping, S., Mack, N. & Johnson, A. (2007). Promoting engagement: Young Adult Literature and picture books for secondary students. Ohio Journal of English Language Arts, 47(2), 38-47.
Lamping, S. (2006). Educational boarders: The dilemma of schooling for African immigrants. International Journal of Urban Educational Leadership, 1(1), 33-41.
Lamping, S. (2012). Literacy as agency in the English classroom: A Closing Lesson. Ohio Journal of English Language Arts, 52(2), 51-54.
Lamping, S (2007). The art of cooperation. Ventura, CA: The Connecting Link.
Lamping, S. (2006). Dusty windows and urban American dreams: Five African journeys toward literacy through participatory research and program development. (Doctoral dissertation, University of Cincinnati). Retrieval from: http://etd.ohiolink.edu/view.cgi?acc_num=ucin1144463880
Lamping, S. (2015). Newly Arrived: Australia's Incredible Work with Newly Arrived Adolescents. National Network for Educational Renewal Annual Conference. Chico, California.
Lamping, S. & Troyer, T. (2013). Out of the shadows: Redefining ELL students in mainstream classrooms. Council of the Great City Schools Annual Conference. Milwaukee, Wisconsin.
Lamping, S. (2012, May). Trust Me! I can Read. Book presentation and signing. International Reading Association annual conference. Chicago, Illinois.
Lamping, S. (2012, November). Welcoming newcomers: How non-compulsory tutoring programs can help ESL students with limited formal schooling make academic and personal gains. Paper Presentation. Midwest Educational Research Association. Evanston, Illinois.
Lamping, S. (2011, June). Abandoning bias and embracing trust: Implications for teacher education. Roundtable Presentation. National Council of Teachers of English Conference on English Education. New York, New York.
Lamping, S., Blase, D., and Andrews, C. (2009, November). Trust me! I can read. Classroom demonstration at National Council of Teachers of English 2009 Conference. Philadelphia, Pennsylvania.
Lamping, S. (2009, May). Collaborating for change: Building a participatory literacy curriculum with adult ESL students. Paper presentation at the fifth International Conference of Qualitative Inquiry. Urbana, Illinois.
Lamping, S. (2007, March). Dusty Windows and urban American dreams: Five African journeys toward literacy through participatory research and program development. Paper presentation at the 2007 American Educational Research Association National Conference. Chicago, Illinois.
Lamping, S. (2007, July). Lives in transition: Working with African families from oral language backgrounds. Presentation at the 2007 NCTE Summer Literacies for All Institute. Louisville, Kentucky.
Lamping, S. (2005, May). Educational boarders: The dilemma of race, class, and access to education among adult African immigrants. Poster presentation at the 2005 Qualitative Inquiry Conference. Urbana-Champagne, Illinois.
Lamping, S. & Troyer, T. (2013). Out of the shadows: Redefining ELL students in mainstream classrooms. Ohio TESOL.
Troyer, T., Lamping, S., Wendell, T., & Matumaini, H. (2013). Love and power: Forces of Creation. Paper and Classroom Presentation. Ohio TESOL.
Lamping, S. & Rowles, H. (2011, March). Reading workshop: Can I really do this? Teaching presentation at the 2010 Ohio Council of Teachers of English Conference. Columbus, Ohio.
Lamping, S. (2009, March). Exploring adolescent literature as a bridge to the classics. Teaching presentation at the 2009 Ohio Council of Teachers of English and Language Arts Conference. Columbus, Ohio.
Lamping, S. & Beach, B. (2008, March). Minding the cover story: Boys and real reading. Presentation at the 2008 Ohio Council of Teachers of English Language Arts. Columbus, Ohio.
Lamping, S. & Johnson, A. (2007, May). Promoting engagement: Young adult literature And picture books for secondary students. Presentation at the 2007 Ohio Council of Teachers of English Language Arts. Columbus, Ohio.
Lamping, S. (2005, April). Educational boarders: The dilemma of race, class, and access to education among adult immigrants. Poster presentation at the 2005 Spring Research Conference. Cincinnati, Ohio.
Lamping. S. (2015). Memories of Eucalyptus: How Newly Arrived Adolescents can School our Schooling. Public Lecture. University of South Australia.
Lamping, S. (2015). Newcomer Adolescents and Dayton Public Schools. University of Dayton Teach In on Syrian Refugees.
Lamping, S. (2015). The Pedagogy of the Dayton Literary Peace Prize. Wright State University CELIA Celebration.
Lamping, S. (2015). A School that Glows: Presentation of Fulbright Research to the Department of Education and Child Development. Adelaide, South Australia.
Lamping, S. (2015). Strengths-based Pedagogies and Literacy for Life. Adelaide Secondary School of English. Adelaide, South Australia.
Lamping, S. (2015). Education, Change, and Society: Multilingual and Multicultural Teaching Contexts. Teacher Education Workshop. University of South Australia, Adelaide, South Australia.
Lamping, S. (2015). Multiliteracies and Strengths-Based Practices. Teacher Education Workshop. University of South Australia, Adelaide, South Australia.
Lamping, S. and Troyer, T. (2013-2014- seven full day trainings). Professional development for content area teachers in culturally and linguistically diverse classrooms. Dayton Public Schools. Dayton, Ohio.
Lamping, S. (2009) Navigating Cincinnati public schools as a newcomer. Invited Presenter. Catholic Charities on behalf of the Bhutanese community. Cincinnati, Ohio.
Sally has experience consulting with large schools and programs on creating welcoming literacy and school environments for students who speak English as an Additional Language and have had interrupted formal schooling due to protracted displacement, including forced migration status. Sally especially enjoys working alongside teachers in these contexts to help them provide opportunities for meaningful engagement in literacy.
Sally also has experience working with reading and writing workshop models in primary and secondary environments, including multigenre writing, young adult literature, and reader response theory.