Geoffrey G. Pinchbeck
Associate Professor
Linguistics and Language Studies
Carleton University
Canada
Biography
Geoffrey G. Pinchbeck grew up in southern Alberta and holds PhDs in Education (TESL / Language and Literacy) and in Medical Biochemistry. He has previously taught courses at the graduate level in computer-assisted language learning (CALL), language assessment, and in academic writing and communication. He taught English as a foreign language (EFL) for five years in Quebec, Japan, and Saudi Arabia, and was an instructor, materials developer, and language curriculum designer in a wide variety of language teaching contexts in Alberta, and these have included English for academic & specific purposes, Language Instruction for Newcomers to Canada (LINC), and ESL-literacy. His dissertation work used corpus linguistic and statistical approaches to examine how academic English language and vocabulary use in high school English Language Arts (ELA) exam writing relates to academic achievement in Social Studies, ELA, and Math. His data set included both native English speakers and multilingual students and his analysis was consistent with the idea that “academic English is no one’s first language.” He also examines how word lists might be customized according to how they are used in language pedagogy and assessment, and with different language learner populations in mind. His work seeks to ultimately assist holistic as well as computer-assisted language learning (CALL) approaches to the lexical component of content and language integrated learning (CLIL) curricular design.
Research Interest
The use of corpus and quantitative methodologies to examine: First and second language lexical and derivational morphology knowledge and acquisition Operationalization of academic English and its role in K-12 academic achievement Intelligent computer assisted language learning (CALL) Content and language integrated learning (CLIL) curricular design
Publications
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Babb, P. P., Aljarrah, A., Sabbaghan, S., Metz, M., Pinchbeck, G. G., & Davis, B. (2016). Teachers’ Perceived Difficulties for Creating Mathematical Extensions at the Border of Students’ Discernments. in M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.). (2016). Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 514-517). Tucson, AZ: The University of Arizona.
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Pinchbeck, G. G. (2016). Capitalizing on Language Learners’ Individuality: From Premise to Practice by T. Gregersen & P. D. MacIntyre. Canadian Modern Language Review / La revue canadienne des langues vivantes, 72(3), 383–385.
