Philippa Bell

Philippa Bell

Professeure
Photo de Philippa Bell
Téléphone : (514) 987-3000 poste 5501
Local : N-4830
Langues : Français, Anglais
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Liens d'intérêt
Informations générales

Cheminement académique

2008 - 2012 - Doctorat en éducation (linguistique appliquée), Université Concordia
2006 - 2008 - Maîtrise en linguistique appliquée, Université Concordia

Unités de recherche

Projets de recherche en cours

Enseignement
Communications
  • «Developing Student Literacy Through Tasks: In Class or Distance Learning» Congrès de Society for the Promotion of the Teaching of English as a Second Language in Quebec Conference (SPEAQ), à distance, 2020. (Payant, C., Bell, P., & Lalonde, M-E)
  • «Working on Literacy in Intensive Classrooms: What, How, When» Congrès de Society for the Promotion of the Teaching of English as a Second Language in Quebec Conference (SPEAQ), Montréal, 2019. (Bell, P., Payant, C., Jean, J.)
  • «Literacy Development in English as an Additional Language Classrooms: Teachers' Reported Practices and Expectations » Congrès de l'Association canadienne de linguistique appliqué. (Bell, P., Payant, C., & Jean, J) (2020, annulé)
  • «L2 Grammatical Complexity and Code-Switching: A Complex Dynamic Systems Perspective» Congrès de American Association for Applied Linguistics (à distance, annulé). (Strachan, L., Ruiviviar, J., & Bell, P.) (2021)
  • «The Impact of Methodological Decisions in Transcribing Written Data on Research Findings» Congrès de American Association for Applied Linguistics. Atlanta. (Cottier, D., Wlodarski, N., & Bell, P.) (2019)
  • «Methodological Concerns in Building a Corpus to Address the Instructional Needs of L2 Language Learners in Compulsory School Programmes» Utrecht (avril 2017)
  • «Meaning-Focused Practice Tasks: Does the Timing of Explicit Information Affect Development?» Congrès SLRF à New York (septembre 2016)
  • «Pupils' Knowledge of Grammar Across Languages: A Learner-Centred Perspective» Congrès de The International Association for the Improvement of Mother Tongue Education, Odense, Denmark, 2015.
  • «Are Focused Tasks Equally Effective for the Development of Three Complex Language Features» Congrès de American Association of Applied Linguistics, Toronto, 2015.
  • «The Reliability of Explicit and Implicit Learning Research Results: Do Findings Differ Based on the Employed Awareness Measures?» Symposium Cognitive Processes, L2 Instruction and L2 Difficulty, Bruxelles, 2014.
  • «Measuring Within-Participant Simultaneous Explicit and Implicit Learning.» Congrès de University of Southern Denmark's Second Language Research Centre conference, Thinking, doing, learning: Usage based perspectives on second language learning, Odense, 2013.
  • «Implicit learning and explicit learning of second language syntax by adults.» Congrès de American Association of Applied Linguistics (AAAL), Boston, 2012.
  • «Learner awareness: Its role in incidental acquisition.» Congrès de Association for Language Awareness (ALA), Montréal, 2012.
  • «Consciousness and Second Language Acquisition: Can We Learn Second Languages Without Trying?» Congrès de Collège Vanier, English Department Symposium, Language and Writing in the 21st Century: A Symposium, Montreal, 2012.
  • «Language Learning Success: Does It Happen Explicitly or Implicitly?» Congrès de Society for the Promotion of the Teaching of English as a Second Language in Quebec Conference (SPEAQ), Québec, 2012.
  • «The Effects of Theory and Research on Grammar Course Book Activities.» Congrés de Teaching English as a Second Language Ontario, Toronto, 2010.
  • «Le cadeau or la cadeau?: Aptitude, awareness, and the noticing of gender distinctions in French.» Congrès de American Association of Applied Linguistics (AAAL), Washington D.C., 2008.
  • «Kick the ball or kicked the ball?: Even native-speakers don't always know.» Congrès de Society for the Promotion of the Teaching of English as a Second Language in Quebec Conference (SPEAQ), Montreal, 2011. (Bell, P., Collins, L., & Trofimovich, P.)
  • «Grammar Activities in Language Course Books and in Research Projects: Are We on the Same Page?» Congrès de American Association of Applied Linguistics (AAAL), Atlanta, 2010. (Bell, P., & Collins L.)
  • «Do language course books and research projects approach grammar in the same way?» Congrès de Society for the Promotion of the Teaching of English as a Second Language in Quebec Conference (SPEAQ), Montreal, 2009. (Bell, P., & Collins, L.)
  • «'It's vocabulary'/'It's gender': Learner Awareness and Incidental Learning.» Congrès de Association for Language Awareness (ALA), Hong Kong, 2008. (Bell, P., & Collins, L.)
  • «Closing the gap between English and French.» Congrès de Society for the Promotion of the Teaching of English as a Second Language in Quebec Conference (SPEAQ), Québec, 2008. (Bell, P., Horst, M., & White, J.)
  • «The impact of perception practice on the learning of grammatical morphology.» Congrès de American Association of Applied Linguistics (AAAL), Boston, 2012. (Collins, L., Trofimovich, P., & Bell, P.)
  • «Focused listening tasks and the regular past tense in English.» Congrès de Task-Based Language Teaching, Auckland, New Zealand, 2011. (Collins, L., Bell, P., & Dwight, V.)
  • «Is Cognate Pattern Instruction in Late Childhood Teachable and Useful?» Congrès de American Association of Applied Linguistics (AAAL), Atlanta, 2010. (White, J., Horst, M., & Bell, P.)
  • «Making the most of learners' linguistic knowledge.» Congrès de American Association for Applied Linguistics (AAAL), Denver, 2009. (White, J., & Bell, P.)
  • «Cross-linguistic awareness instruction and analytic ability differences amongst young learners.» Congrès de Canadian Association of Applied Linguistics (CAAL), Ottawa, 2009. (White, J., Bell, P., & Horst, M.)
  • «ESL activities that build on the languages students know.» Congrès de Society for the Promotion of the Teaching of English as a Second Language in Quebec Conference (SPEAQ), Montréal, 2009. (White, J., Horst, M., & Bell, P.)
  • «Cross-linguistic awareness: Teachable and effective?» Congrès de Association for Language Awareness (ALA), Hong Kong, 2008. (White, J., Horst, M., & Bell, P.)
  • «Crosslinguistic awareness and individual differences in young language learners.» Congrès de Canadian Association of Applied Linguistics (CAAL), Vancouver, 2008. (Horst, M., White, J., & Bell, P.)
  • «How do individual differences contribute to metalinguistic awareness in young instructed learners.» Second Language Research Forum (SLRF), the University of Urbana-Champaign, Illinois, 2007. (White, J., Horst, M., & Bell, P.)
Distinctions
  • Bourse de doctorat Joseph-Armand Bombardier (CRSH) - 2009-2012
  • Bourse de doctorat pour études à l'étranger Michael Smith (CRSH) - 2011
  • Bourse de doctorat de l'université Concordia, Faculty of Arts and Science - 2008-2011
  • Bourse d'études Hydro-Québec de l'université Concordia - 2008 - 2010

Directions de thèses et mémoires

Mémoires

Publications

Articles scientifiques
  • Bell, P., Fortier, V. et Gauvin, I. (2020). Using L1 Knowledge About Language During L2 Error Correction: Do Students Make Cross-Linguistic Connections? Language Awareness, 29(2), 95–113. http://dx.doi.org/10.1080/09658416.2020.1729783.
  • Fortier, V., Bell, P., Perron, V. et Gauvin, I. (2019). Réflexions métalinguistiques et correction d'erreurs en anglais langue seconde: étude des types de réflexion et relation avec l'exactitude des corrections. La revue canadienne des langues vivantes/The Canadian Modern Language Review, 75(1), 3–22. http://dx.doi.org/10.3138/cmlr.2017-0115.
  • Bell, P. (2017). Explicit and implicit learning: exploring their simultaneity and immediate effectiveness. Applied Linguistics, 38(3), 297–317. http://dx.doi.org/10.1093/applin/amv028.
  • Bell, P., Trofimovich, P. et Collins, L. (2015). Kick the ball or kicked the ball? Perception of the past morpheme -ed by second language learners. The Canadian Modern Language Review/La revue canadienne des langues vivantes, 71(1), 26–51. http://dx.doi.org/10.3138/cmlr.2075.
  • Bell, P. (2011). [Recension du livre "Implicit and explicit knowledge in second language learning, testing, and teaching", de R. Ellis, S. Loewen, C. Elder, R. Erlam, H. Philip et H. Reinders]. The Canadian Modern Language Review/La revue canadienne des langues vivantes, 67(1), 152–154. Récupéré de http://muse.jhu.edu/journals/cml/summary/v067/67.1.bell.html.
    Notes: info. supplémentaire du livre recensé: Bristol, UK : Multilingual Matters, 2009
  • Horst, M., White, J. et Bell, P. (2010). First and second language knowledge in the language classroom. The International Journal of Bilingualism, 14(3), 331–349. http://dx.doi.org/10.1177/1367006910367848.
  • Bell, P. (2009). [Recension du livre "Task-based language learning and teaching: theoretical, methodological, and pedagogical perspectives", de J. Eckerth et S. Siekmann (dir.)]. Canadian Journal of Applied Linguistics/Revue canadienne de linguistique appliquée, 12(1), 129–130. Récupéré de https://journals.lib.unb.ca/index.php/CJAL/search/authors/view?firstName=Philippa&middleName=&lastName=Bell&affiliation=&country=.
    Notes: info. supplémentaire du livre recensé : Frankfurt am Main : Peter Lang, (2008).
  • Bell, P. (2009). [Recension du livre "The teacher’s grammar of English: a course book and reference guide", de R. Cowan]. The Canadian Modern Language Review/La revue canadienne des langues vivantes, 66(2), 325–327.
    Notes: Info. supplémentaire du livre recensé: Cambridge : Cambridge University Press, 2008
  • Bell, P. et Collins, L. (2009). It's vocabulary'/'It's gender' : learner awareness and incidental learning. Language Awareness, 18(3/4), 277–293. http://dx.doi.org/10.1080/09658410903197280.
  • Bell, P. (2009). Le cadeau or la cadeau: the role of aptitude in learner awareness of gender distinctions in French. The Canadian Modern Language Review/La revue canadienne des langues vivantes, 65(4), 615–643. http://dx.doi.org/10.3138/cmlr.65.4.615.
Chapitres de livre
  • Bell, P. et Payant, C. Comprehensible Input in Language Instruction: Approaches and Techniques. Dans W. Wong et J. Barcroft (dir.). The Routledge Handbook of Second Language Acquisition and Input Processing..
    Notes: (Soumis)
  • Bell, P., Marsden, E. et Collins, L. Managing oral and written data from an ESL corpus of Canadian secondary school students. Dans MIT Handbook of Linguistic Data Management. Cambridge, MA : MIT Press.
    Notes: (Sous presse)
  • Bell, P., Collins, L. et Marsden, E. (2021). Building an Oral and Written Learner Corpus of a School Programme: Methodological Issues. Dans B. Le Bruyn et M. Paquot (dir.). Learner Corpus Research Meets Second Language Acquisition (p. 214–242). Cambridge University Press. Récupéré de https://doi.org/10.1017/9781108674577.011.
  • Bell, P. et Payant, C. (2021). Designing Learner Corpora: Collection, Transcription, and Annotation. Dans N. Tracy-Ventura et M. Paquot (dir.). The Routledge Handbook of Second Language Acquisition and Corpora (p. 53–67). Routledge. Récupéré de https://ca1lib.org/book/11178747/ffcd29?regionChanged=&redirect=240923784.
Articles professionnels ou de magazines
Livres
  • Payant, C. et Bell, P. TESL Canada. Developing low-proficiency English language learners’ literacy skills using collaborative tasks.
    Notes: (Soumis)
  • Payant, C. et Bell, P. Very easy, it's an English class, therefore they should not rely on a French text”: English language teachers’ perceptions of L1 use for literacy instruction. Language Teaching for Young Learners.
    Notes: (Soumis)
Thèses
  • Bell, P. (2012). Incidental, explicit, and implicit language learning during meaning-based exposure: their effectiveness and relationship to individual cognitive abilities. (Thèse de doctorat). Montréal : Concordia University. Récupéré de https://spectrum.library.concordia.ca/974095/
Actes de colloque