Paul Gregory Quinn Curriculum Vitae
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Paul Gregory Quinn Curriculum Vitae Paul Gregory Quinn Curriculum Vitae Document Transcript

  • D R . PA U L G R E G O R Y paul.quinn@utoronto.ca Q U I N N paulgquinn.wordpress.com ACADEMIC BACKGROUND PhD in Second Language Education November, 2013 Ontario Institute for Studies in Education, University of Toronto Committee: Dr. Nina Spada (Supervisor), Dr. Alister Cumming, Dr. Julie Kerekes Internal-external examiner: Dr. Eunice Jang; External Examiner: Dr. Roy Lyster Thesis title: Delayed vs. immediate corrective feedback on orally produced passive errors in English Area of interest: Instructed second language acquisition and corrective feedback Courses taken: Role of instruction in second language education (Dr. Nina Spada) Task-based language teaching (Dr. Peter Robinson) Doctoral colloquium in second language education (Dr. Alister Cumming) Second language vocabulary acquisition (Dr. Rhena Helms-Park) Pragmatics and second language acquisition (Dr. Julie Kerekes) Introduction to applied statistics (Dr. Olesya Falenchuk) MA in Second Language Education June, 2008 Ontario Institute for Studies in Education, University of Toronto Committee: Dr. Eunice Jang (Supervisor), Dr. Nina Spada Thesis title: Two Japanese language tourists’ ESL experiences of the functions of the comprehensible output hypothesis: The potential for learning through speaking Area of interest: Instructed second language acquisition Courses taken: Seminar in second language literacy education (Dr. Jim Cummins) Master’s colloquium in second language education (Dr. M. Swain & Dr. S. Lapkin) Aspects of second language acquisition (Dr. Nina Spada) Processing second language data (Dr. Alister Cumming) Second language learning (Dr. Nina Spada) Method and organization of second language teaching (Dr. A. Gagne & Dr. K. Rehner) Seminar in language and communication (Dr. Julie Kerekes) Bachelor of Arts (with distinction in Philosophy and English Literature) July, 1995 University of Toronto
  • Dr. Paul Gregory Quinn, Curriculum Vitae, Page 2 of 8 ACADEMIC HONOURS (2013) Merit-based Teacher Education Program Assistantship, OISE/UofT (2013) Merit-based Summer Graduate Assistantship, OISE/UofT (2012) Merit-based Full-year Graduate Assistantship, OISE/UofT (2012) Merit-based Summer Graduate Assistantship, OISE/UofT (2012) School of Graduate Studies Conference Travel Grant, UofT (2011) Shinki Kai Platinum Scholarship, Shinki Kai Association (2011) Language Learning Dissertation Grant, Language Learning Journal (2011) Research Fellowship/Graduate Assistantship, OISE/UofT (2010) Ontario Graduate Scholarship, Government of Ontario (2010) OISE Academic Excellence Award, OISE/UofT (2008) AAAL Student Award, American Association for Applied Linguistics (2008 – 2011) OISE Funding Grant, OISE/UofT (2005) Merit-based Full-year Graduate Assistantship, OISE/UofT ($4,422) ($5,938) ($11,333) ($5,611) ($140) ($2,000) ($2,000) ($24,489) ($15,000) ($2,000) ($800) ($55,551) ($11,069) RESEARCH EXPERIENCE Research assistant 2009 – Present Project: Interactions between type of L2 instruction, type of language feature and type of knowledge. (Primary researcher: Dr. Nina Spada), OISE/University of Toronto Summary: Participating with research group in all aspects of a Social Science and Humanities Research Council-funded project investigating the effects of two types of form-focused instruction on L2 grammatical development. Currently working on two strands of the project: 1) a manuscript for a study on harnessing the effects of priming for use in diagnostic assessment, and 2) creation of a past progressive elicited imitation test Primary researcher 2010 – 2013 Project: Delayed versus immediate corrective feedback on orally produced passive errors in English (Doctoral dissertation research), OISE/University of Toronto Summary: Designed experimental study to address gap in literature about timing of corrective feedback, recruited 90 participants; conducted instructional treatments, statistically and thematically analyzed data, and wrote dissertation on findings. (Currently preparing related manuscripts for journal submission) Research assistant 2013 – 2013 Project: Diversity in Teaching. (Primary researcher: Dr. Antoinette Gagne), OISE/University of Toronto Summary: Created a data base for research project on extracurricular clubs that support diverse learners in Toronto District School Board schools. Also, assisted in construction and administration of the Diversity in Teaching Website, a website designed to assist teachers teaching learners from diverse linguistic and cultural backgrounds
  • Dr. Paul Gregory Quinn, Curriculum Vitae, Page 3 of 8 Research assistant 2011 – 2012 Project: Comparing TOEFL iBT speaking tasks with performance on real-life academic speaking tasks (Primary researcher: Dr. Merrill Swain), OISE/University of Toronto Summary: Worked for Education Testing Service-funded project with research group; Transcribed international graduate students’ performances on TOEFL iBT speaking tasks and real-life academic tasks, then compared the performances by coding the transcriptions into analysis of speech (AS) units for comparison in terms of grammatical accuracy and complexity Research assistant 2006 – 2009 Project: Isolated and integrated form-focused instruction: Effects on second language learning (Primary researcher: Dr. Nina Spada), OISE/University of Toronto Summary: Participated with research group in Social Science and Humanities Research Council-funded project investigating the timing of grammatical instruction. Contributed to the development and piloting of oral production, error correction, and elicited imitation tests designed to assess knowledge of a grammar structure. Also, contributed to the development of treatment materials in the form of lesson plans specially designed to either integrate or isolate form-focused instruction, and provided feedback on seminal paper introducing the integrated and isolated form-focused instruction conceptual framework, (Spada & Lightbown, 2008) Primary researcher 2006 – 2007 Project: Two Japanese language tourists’ ESL experiences of the functions of the comprehensible output hypothesis: The potential for learning through speaking versus immediate corrective feedback on orally produced passive errors in English (Master thesis research), OISE/University of Toronto Conducted a descriptive study of the extent two Japanese learners studying abroad produced spoken output in classrooms and informal learning contexts that served the functions of the ‘comprehensible output hypothesis’ Conducted videotaped observations which were coded into language related episodes (LREs) and quantitatively analyzed. Also conducted stimulated recalls, and semi-structured interviews for complementary qualitative data Research assistant 2005 – 2006 Project: Integrating formative diagnostic assessment into ESL literacy instruction (Primary Researcher: Dr. Eunice Jang) OISE/University of Toronto Assisted Dr. Jang with grant proposals for study of an interventionist application of reading strategies to improve literacy levels of immigrant students; Analyzed and summarized core skills of ESL students in the Ontario ESL curriculum to formulate profiles of Toronto District School Board schools in terms of their ESL populations and Ontario Education Quality and Accountability Office test results; Aided in completing research for a presentation on mixed method research including a review of the research
  • Dr. Paul Gregory Quinn, Curriculum Vitae, Page 4 of 8 designs used in all studies which appeared in TESOL Quarterly from 2000 to 2005, which was cited in Robinson’s (2012) Encyclopedia of Second Language Acquisition REFEREED PRESENTATIONS Quinn P., Spada, N. (2014, Scheduled for March). Incorporating structural priming into an oral production task to elicit the English passive construction. Paper presentation at the American Association for Applied Linguistics Conference, Portland, U.S.A. Quinn, P. (2014). Second language learner and teacher beliefs about corrective feedback. Paper presentation at the 3rd International Conference on Second Language Pedagogies, University of Toronto, Mississauga, Canada. Quinn, P. (2013). The effects of altering the timing of corrective feedback. Paper presentation at the American Association for Applied Linguistics Conference, Dallas, U.S.A. Quinn, P. (2013). The timing of corrective feedback: Language learners’ development and impressions. Paper presentation at the OISE/UT Dean's Graduate Student Research Conference, Toronto, Canada Quinn, P. (2012). The effects of differential timing of corrective feedback on spoken grammar errors. Poster presentation at the American Association for Applied Linguistics Conference, Boston, U.S.A. Quinn, P., Spada, N., Shiu, J., Yalcin, S. (2011). The effects of form-focused instruction on explicit and implicit L2 knowledge. Paper presentation at the American Association for Applied Linguistics Conference, Chicago, U.S.A. Quinn, P. (2010). Intra versus inter-task oral corrective feedback. Poster presentation at the American Association for Applied Linguistics Conference, Atlanta, U.S.A. Quinn, P. (2009). The effects of delayed versus immediate oral corrective feedback. Poster presentation at the Second Language Research Forum, Michigan State University, U.S.A. Jessop, L., Quinn, P., Spada, N., & Valeo, A, (2009). The contributions of isolated and integrated form-focused instruction on different aspects of L2 knowledge and use. Paper presentation at the American Association for Applied Linguistics Conference, Denver, U.S.A. Quinn, P. (2008). Two Japanese language tourists’ ESL experience of the functions of the comprehensible output hypothesis: The potential for learning through speaking. Paper presentation at the American Association for Applied Linguistics
  • Dr. Paul Gregory Quinn, Curriculum Vitae, Page 5 of 8 Conference, Washington D.C., U.S.A. Quinn, P. (2008). Two Japanese language tourists’ ESL experience of the functions of the comprehensible output hypothesis: The potential for learning through speaking. Paper presentation at the OISE/UT Dean's Graduate Student Research Conference, Toronto, Canada Jang, E., & Quinn, P. (2006). Merits of practical reasoning for validating mixed-method research. Paper presentation at the American Association for Applied Linguistics/Canadian Association of Applied Linguistics Joint Conference, Montréal, Canada INVITED TALKS Quinn, P. (2013). The timing of corrective feedback. Paper presentation at the Centre for Educational Research on Languages and Literacies Informal Seminar, Toronto, Canada Brooks, L., Jun, S.W., Malcolm, A., Quinn, P., Swain, M. (2012). A Comparison of TOEFL iBT Speaking Tasks with Performance on Real-Life Academic Speaking Tasks. Paper presentation at the Centre for Educational Research on Languages and Literacies Research Colloquium, Toronto, Canada Quinn, P. (2008). Two Japanese language tourists’ ESL experience of the functions of the comprehensible output hypothesis: The potential for learning through speaking. Paper presentation at the Modern Language Centre Informal Seminar, Toronto, Canada Quinn, P. (2007). Japanese ESL learners’ experiences of spoken output. Paper presentation at the Modern Language Centre Informal Seminar, Toronto, Canada TEACHING EXPERIENCE TESOL Consultant January 6, 2014, September 13, 2013, January 27, February 10, 2012. Created and delivered corrective feedback workshops for ESL teachers at the request of school administrators from Centennial College, Global Village English Centres, the International Language School of Canada, and the English School of Canada University of Toronto Pre-service Teacher Program Course Teaching Assistant September 2013 – December 2013 Employed by the University of Toronto in the Consecutive Bachelor of Education Program as a teacher education program assistant, helping Dr. Nina Spada teach 75
  • Dr. Paul Gregory Quinn, Curriculum Vitae, Page 6 of 8 teacher candidates a course entitled An Introduction to Second Language Acquisition Processes (EDU 5513) University of Toronto Pre-service Teacher Program Course Co-instructor January 2011 – April 2011 Voluntarily co-taught a University of Toronto Consecutive Bachelor of Education Program course entitled An Introduction to Second Language Acquisition Processes (EDU 5513) with Dr. Julie Kerekes English as a Foreign Language Teacher-trainer 1997 – 2000; 2002 – 2005 Provided initial and regular developmental training and assessment to over 50 international EFL instructors in schools in Kagoshima and Kumamoto, Japan for NOVA (a private Japanese EFL company). Also, conducted TOEFL/TOEIC preparation course training seminars for teachers and liaised with Japanese-speaking administrative staff. (Between 2000 -2002, I fulfilled life-long dream of traveling to all 7 continents) English for Academic Purposes College ESL Teacher September, 2013 – Present Currently teaching intensive English courses in the English Language Learning Program at Centennial College for ESL learners aspiring to enter college College ESL Teacher July, 2008 – August, 2008 Taught intensive English course (ELI 330) in the English Language Institute at Seneca College for ESL learners aspiring to enter college College ESL Teacher May, 2007 – August, 2011 Taught essay writing course (ESL 9027) in the Continuing Education Program at George Brown College for advanced-level ESL learners aspiring to enter college English as a Second Language Interview Instructor December, 2010 – January, 2011 Provided sociolinguistic training to internationally-trained medical professionals for medicalresidency interviews, for the Healthforce Ontario initiative from the Ontario Ministry of Health and Long-Term Care, and the Ontario Ministry of Training, Colleges and Universities ESL Teacher November 2007 – August 2008 Taught communicative English and grammar courses to adult ESL learners at Cornerstone Academic College
  • Dr. Paul Gregory Quinn, Curriculum Vitae, Page 7 of 8 English as a Foreign Language EFL Teacher April 2004 – September 2005 Taught Saturday classes in communicative English to a high school class at Shin Ai Catholic High School in Kumamoto, Japan EFL Teacher October 1995 – December 2000; January 2002 – September 2005 Taught over 10,000 hours to adult and children EFL learners at NOVA EFL schools in Osaka, Kagoshima, and Kumamoto, Japan. Pedagogy included communicative English (face-to-face and online classes), English for specific purposes, and preparation for TOEFL, TOEIC, and Eiken English-proficiency tests PROFESSIONAL SERVICE 2014  Scheduled to volunteer at the American Association for Applied Linguistics 2014 Conference 2013  Volunteered at the American Association for Applied Linguistics 2013 Conference  Provided feedback on and contributed supplementary online material to Lightbown and Spada’s TESOL textbook, How Languages are Learned, 4th edition (Thanked in the Acknowledgements)  Served as an anonymous reviewer for a manuscript submitted to the journal The Canadian Modern Language Review 2012  Served as an abstract reviewer for the 14th Annual International Conference of the Japanese Society for Language Sciences 2011  Served as an abstract reviewer for the 13th Annual International Conference of the Japanese Society for Language Sciences 2008  Served as a member of the organizing committee for the American Association for Applied Linguistics 2008 Conference PROFESSIONAL MEMBERSHIPS American Association for Applied Linguistics 2008 – Present
  • Dr. Paul Gregory Quinn, Curriculum Vitae, Page 8 of 8 TESL Canada 2008 – Present RELEVANT SKILLS Languages English is my first language, and I speak Japanese at an intermediate level of proficiency Software Experienced in using Audacity, BlackBoard, Excel, Express Scribe, Pepper, PowerPoint, SPSS, Word, and WordPress (Please visit my WordPress blog on a myriad of issues that are related to language teaching and learning at paulgquinn.wordpress.com)