Photo of Geoffrey G. Pinchbeck

Geoffrey G. Pinchbeck

Assistant Professor

Degrees:Ph.D. (Education - Languages and Literacy), M.Ed. (Education - TESL), and Ph.D. (Medical Biochemistry) from University of Calgary
Phone:613-520-2600 x 2983
Email:Geoff.Pinchbeck@carleton.ca
Office:PA 251

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 Interests

  • 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

Recent Publications and Presentations

Peer-Reviewed Journals

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. https://doi.org/10.3138/cmlr.72.3.383.

Peer-Reviewed Proceedings

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.

Metz, M., Babb, P. P., Sabbaghan, S., Davis, B., Pinchbeck, G. G., & Aljarrah, A. (2016). Transcending Traditional/Reform Dichotomies in Mathematics Education. 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. 1252-1258). Tucson, AZ: The University of Arizona.

Pinchbeck, G. G. (2016). Towards appropriate L1 & L2 scales of English vocabulary in English dominant contexts: Vocabulary test item difficulty indicates lexical sophistication scale and definition of “word.” In R. Waring, L. Anthony, C. Browne, & T. Ishii (Eds.), Vocabulary Learning and Instruction (Vocab@Tokyo: Current Trends in Vocabulary Studies) (pp. 72–73). Tokyo, Japan: VLI: A Journal of Vocabulary and Research. Retrieved from http://vli-journal.org/vocabattokyo/vocabattokyo_handbook_2016.pdf

Pinchbeck, G. G., McLean, S., Brown, D., & Kramer, B. (2016). Part 2, Revisiting the Word Family: What is an Appropriate Lexical Unit for Japanese EFL Learners? In R. Waring, L. Anthony, C. Browne, & T. Ishii (Eds.), Vocabulary Learning and Instruction (Vocab@Tokyo: Current Trends in Vocabulary Studies) (pp. 26–28). Tokyo, Japan.: VLI: A Journal of Vocabulary and Research. Retrieved from http://vli-journal.org/vocabattokyo/vocabattokyo_handbook_2016.pdf

Aljarrah, A., Babb, P. P., Metz, M., Sabbaghan, S., Pinchbeck, G., & Davis, B. (2016). Transforming Mathematics Classroom Settings into Spaces of Expanding Possibilities. In M. Takeuchi, A. P. Preciado Babb, & J. Lock. IDEAS 2016: Designing for Innovation Selected Proceedings. Paper presented at IDEAS 2016: Designing for Innovation, Calgary, Canada (pp. 162-170). Calgary, Canada: Werklund School of Education, University of Calgary.

Babb, P. P., Metz, M., Sabbaghan, S., Pinchbeck, G., Aljarrah, A., & Davis, B. (2016). Addressing the Challenge of Differentiation in Elementary Mathematics Classrooms. In M. Takeuchi, A.P. Preciado Babb, & J. Lock. IDEAS 2016: Designing for Innovation Selected Proceedings. Paper presented at IDEAS 2016: Designing for Innovation, Calgary, Canada (pp. 203-212). Calgary, Canada: Werklund School of Education, University of Calgary.

Metz, M., Babb, P. P., Sabbaghan, S., Pinchbeck, G., Aljarrah, A., & Davis, B. (2016). Teachers’ Awareness of Variation. In M. Takeuchi, A.P. Preciado Babb, & J. Lock. IDEAS 2016: Designing for Innovation Selected Proceedings. Paper presented at IDEAS 2016: Designing for Innovation, Calgary, Canada (pp. 182-191). Calgary, Canada: Werklund School of Education, University of Calgary.

Sabbaghan, S., Babb, P. P., Metz, M., Pinchbeck, G., Aljarrah, A., & Davis, B. (2016). Juxtaposing Mathematical Extensions with Cognitively Loaded Questions in the Mathematics Classroom. In M. Takeuchi, A. P. Preciado Babb, & J. Lock. IDEAS 2016: Designing for Innovation Selected Proceedings. Paper presented at IDEAS 2016: Designing for Innovation, Calgary, Canada (pp. 213-223). Calgary, Canada: Werklund School of Education, University of Calgary.

Manuscripts in Preparation

Pinchbeck, G.G. (in preparation). Developmental scales of L1 & L2 academic English vocabulary: vocabulary test item difficulty indicates lexical sophistication and derivational morphology development.

Pinchbeck, G.G., McLean, S., Brown, D., & Kramer, B. (in preparation). Towards an ecologically valid vocabulary scale for Japanese university students: vocabulary test item difficulty indicates lexical sophistication and derivational morphology development. [I designed the study, conducted all the analyses, and will author the bulk of the manuscript; McLean and Kramer collected the testing data at Japanese universities; Brown assisted with the literature review sections related to definition of the word unit.]

Pinchbeck, G. G. (in preparation). A modified lexical sophistication index as a measurable dimension of academic language development in monolingual English and proficient bilingual adolescent K-12 learners.

Pinchbeck, G. G. (in preparation). Dispelling the myth of the ‘ESL’ – ‘native-speaker’ dichotomy: An empirical examination of length of residency, productive lexical knowledge, and academic achievement in academic-track K-12 monolingual and multilingual adolescents.

Pinchbeck, G. G. (in preparation). The relationship of lexical diversity in the writing of monolingual English speakers and proficient bilinguals to writing quality scores and academic achievement.

Invited Presentations

Pinchbeck, G. G. & Schmitt, D. (2018). Word List Development and Validation. Invited presentation in N. Schmitt (organizer). New Trends and Directions in Vocabulary Research (invited colloquium) at the Annual conference of the American Association of Applied Linguistics (AAAL). Chicago, IL, USA.

Pinchbeck, G. G. (2016, October). Evaluating word lists for native speakers and emerging bilinguals: Vocabulary test item difficulty indicates optimal sources of reference-corpora and the definition of word-unit. Invited presentation at the Symposium on Teaching and Learning Vocabulary in Another Language. Faculty of Education, Western University. London, ON, Canada

Peer-Reviewed Presentations

Pinchbeck, G. G. (2017, August). Academic English is no one’s first language: a corpus-informed study of language use and academic achievement by monolinguals and proficient bilinguals. Paper presentation at the European Second Language Association annual meeting (EuroSLA) 27. Reading, UK. [received EuroSLA 27 Student Stipend]

Pinchbeck, G. G., McLean, S., Kramer, B. & Brown, D., (2017, March). Evaluating Word Lists for EFL: Vocabulary Test Item Difficulty Indicates Optimal Sources of Reference-Corpora and the Definition of Word-Unit. Paper presentation at the Annual conference of the American Association of Applied Linguistics (AAAL). Portland, OR, USA.

Pinchbeck, G. G. (2016, May). Inferencing lexical scales for monolinguals and bilinguals for vocabulary use in learner corpora. Paper presentation at the annual meeting of the Canadian Association of Applied Linguistics/Association canadienne de linguistique appliquée (ACLA/CAAL). University of Calgary, AB, Canada.

Pinchbeck, G. G. (2016, April) Developmental scales of L1 & L2 academic English vocabulary: vocabulary test item difficulty indicates lexical sophistication and derivational morphology development. Paper presentation at the Annual conference of the American Association of Applied Linguistics (AAAL). Orlando, FL, USA. [Received the AAAL ‘Educational Testing Services Graduate Student Award’]

Pinchbeck, G. G. (2015, March) L1/L2 Adolescent Vocabulary Use in a Learner Corpus: Academic Success and Lexical Sophistication/Diversity in Expository Writing. Paper presentation at the joint conference of the American Association of Applied Linguistics (AAAL) and the Association canadienne de linguistique appliquée/Canadian Association of Applied Linguistics (ACLA/CAAL). Toronto, ON, Canada. [Short-listed for an AAAL Graduate Student Award]

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