Philippa Bell

Professeure

Photo de Philippa Bell
Téléphone : (514) 987-3000 poste 5501
Local : N-4830
Langues : Français, Anglais
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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

Département de didactique des langues (DDL)

Le Département de didactique des langues œuvre au développement de la recherche et à l’avancement des connaissances en didactique de la langue première et seconde. Le Département, par les programmes dans lesquels il est impliqué, forme de futurs enseignants de la langue première (français) ou seconde (français ou anglais), et offre une formation continue en enseignement des langues et une formation en recherche en didactique des langues.

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Coordonnées

Département de
didactique des langues
Local N-4205
1205, rue Saint-Denis
Montréal (Québec) H2X 3R9