 | Nina Spada phone: (416) 978-0270 email: nina.spada@utoronto.ca website: http://www.oise.utoronto.ca/mlc/spada.htm | |
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Academic History Ph.D. University of Toronto, 1984 M.A. Concordia University, 1979 B.A. University of British Columbia, 1975 Research Overview Dr. Nina Spada is Professor in the Second Language Education program at the University of Toronto where she teaches courses in second language (L2) acquisition, research methods, and the role of instruction in L2 learning. She joined the faculty of the University of Toronto in 2000 after 15 years at McGill University in Montreal, Canada. Dr. Spada is a leading international expert on the role of instruction in second language acquisition (SLA). Her large-scale research on the contributions of form-focused instruction in classroom SLA has received continuous national and international funding for over 25 years and has had a significant impact on the conceptualization and design of research investigating the teaching and learning of second languages in classroom settings elsewhere. Included in Dr. Spada’s numerous publications are over 100 articles in journals and collected editions and 4 books/edited volumes. Particularly noteworthy is the recognition Dr. Spada has received as a co-author of the book How Languages are Learned published by Oxford University Press. The book won first prize in the Duke of Edinburgh Book Competition, which was awarded at Buckingham Palace in 1993. The book is used internationally as a standard text on second language learning and a 4th edition will be published in January 2012. Dr. Spada is regularly invited as a keynote speaker at conferences throughout the world. She has also made significant contributions to international projects related to the teaching and learning of second and foreign languages including those sponsored by the World Bank and the European Commission on the Teaching and Learning of Second/Foreign languages. She has given workshops and presentations to a broad range of audiences in Canada, US, Europe, South America, Australia, Asia and the Middle East. Dr. Spada is Past President of the American Association for Applied Linguistics. Teaching Overview Dr. Spada teaches the following graduate-level courses: • CTL 3010: Second language learning • CTL 3808: The role of instruction in second language acquisition • CTL 3805: Research methods in second language education and the following Initial Teacher Education course: • EDU5513: Second language acquisition processes Professional Activities Dr. Spada has held the following Executive Positions: Past President, American Association for Applied Linguistics (AAAL) 2009-2010 President, AAAL 2008-2009 1st Vice President and Conference Chair, AAAL 2007-2008 2nd Vice President, AAAL, 2006-2007 Plenary and Keynote Addresses: •Providing optimal L2 instruction: When and how much? Plenary presented at the 11th METU International ELT Convention, Ankara, Turkey, June 2012. •The timing of form-focused instruction: Effects on different types of L2 knowledge and ability. Plenary presented at the First International TESOL Persia Conference, Tehran, November 2011. •SLA Research and L2 Pedagogy: Misapplications and Questions of Relevance. Plenary presented at SLRF 2011, University of Iowa, October, 2011. •Connections between type of instruction and type of L2 knowledge and ability. Plenary presented at the International Seminar on Instructed Second Language Learning. Universidad del País Vasco, Vitoria-Gasteiz, Spain, May, 2011. •Integrated or isolated FFI: Teacher and learner preferences and effects on L2 learning. Plenary presented at the Swedish Modern Language Teachers Association, Stockholm, Sweden, March, 2010. •Should we separate grammatical instruction from or embed it within communicative practice? Plenary presented at the Defense Language Institute, Presidio of Monterey, Monterey, California, February, 2010. •When and how to teach foreign languages in school programs. Keynote address presented at the Chilean Ministry of Education conference on Foreign Language Teaching. Santiago, Chile, October, 2009. •The case for integrated or isolated form-focused instruction. Plenary presented at the British Association for Applied Linguistics –Classroom Research SIG, Manchester, England, July, 2009. •Beyond form-focused instruction: Reflections on past, present and future research. Plenary presented at the 2009 Canadian Association of Applied Linguistics. Ottawa, June, 2009. •Intensity and distribution of time in second/foreign language learning. Plenary presented at the Montessori conference on second language acquisition in Montessori schools. Toronto, November 2008. •Communicative language teaching: Fact and folklore. Plenary presented at the Connecticut Association of Teachers of English as a second language (CONNTESOL). Hartford, November, 2008. Representative Publications BOOKS Lightbown, P. M. & Spada, N. (2013). How languages are learned (4th edition) Oxford: Oxford University Press (257 pages). Spada, N. & Fröhlich, M. (1995). The Communicative Orientation of Language Teaching Observation Scheme (COLT). Sydney, MacMillan. (170 pages) CHAPTERS IN BOOKS Spada.N. (2012). Classroom research in applied linguistics. The Encyclopedia of Applied Linguistics, Oxford: Blackwell Publishing. Spada, N. (2012). Corrective feedback. The Routledge Encyclopedia of SLA. New York: Taylor and Francis/Routledge. Spada, N. & Lightbown, P. (2012). Instructed SLA. The Routledge Encyclopedia of SLA. New York: Taylor and Francis/Routledge. Spada, N. & Lightbown, P. M. (2010). Instructed second language acquisition. In N. Schmitt (Ed.), An Introduction to Applied Linguistics (2nd edition) (pp. 108-123). London: Arnold. REFEREED ARTICLES Spada, N. (2013). SLA Research and L2 Pedagogy: Misapplications and Questions of Relevance. Language Teaching, Cambridge University Press. Spada, N. (2011). Beyond form-focused instruction: Reflections on past, present and future research. Language Teaching. 44, 225-236. Spada, N., & Tomita, Y. (2010). Interactions between type of instruction and type of language feature: A meta-analysis. Language Learning, 60(2), 1-46. Ammar, A., Lightbown, P.M. & Spada, N. (2010). Awareness of L1/L2 differences: Does it matter? Language Awareness,19, 129-146. Research Grants and Contracts Year: April 2009 - March 2013 Role: Principal Investigator Grantor: Social Sciences and Humanities Research Council of Canada (SSHRC) Project Title: Interactions between type of L2 instruction, type of language feature and type of knowledge Amount: $139,868 Year: October 2006 - August 2009 Role: Principal Investigator Grantor: International Foundation for English Language Education (TIRF) Project Title: The isolation and integration of form-focused instruction: Views from ESL and EFL teachers and learners Amount: $16,000 Year: April 2004 – March 2007 Role: Principal Investigator Grantor: Social Sciences and Humanities Research Council of Canada (SSHRC) Project title: Isolated and integrated form-focussed instruction: Effects on second language learning Amount: $149,677 Year: June 2003 – June 2009 Principal Investigators : P. Abrami, N. Segalowitz, M. Aulls, R. Bernard, C. Fichten, L. McAlpine, M. von Grunau - External Collaborators : N. Spada, P. Meara, N. Madden, R. Slavin, W. Phillip Grantor: Fonds Québecois de la Recherche sur la Société et la Culture (FQRSC) – Volet Regroupements Stratégiques Project title: Centre for the study of learning and performance Amount: $2,542,500 Honours and Awards • Language Learning Distinguished Scholar in Residence award May 2008 to travel to Mexico to give lectures at the Universidad Universidad Benito Juarez de Oaxaca, Facultad de Idiomas. • Prix du Quebec (Prix Léon-Gérin - Social Sciences) (1998) • First Prize in the Applied Linguistics section of the Duke of Edinburgh Book Competition for How Languages are Learned (co-author, P.M. Lightbown) published by Oxford University Press. Award presented by Prince Philip (Duke of Edinburgh) at Buckingham Palace, November, 1993. Curriculum Vitae http://www.oise.utoronto.ca/Curriculum_Vitae/Nina_Spada_CV.pdf |
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