Dr. Heike Neumann

Pronouns: She/Her

Thesis supervisor Accepting inquiries

Senior Lecturer, Education

Thesis supervision details

Supervised programs: Applied Linguistics (MA), Education (PhD)

Research areas: Second/foreign language writing, second/foreign language assessment, and English for academic purposes

Contact information

Email:

heike.neumann@concordia.ca

ORCID:

0000-0001-8977-7219

Biography

Education

PhD, Second Language Education, McGill University, 2011
MA, Applied Linguistics, Concordia University, 2002
MA, German and Hispanic Studies, University of Edinburgh, 1999
Certificate Langue française, Concordia University, 2008
English Philogogy and Chemistry, University of Heidelberg, 1991-1993

Professional experience

Department of Education, Concordia University: Instructor in the Teaching English as a Second Language and English as a Second Language programs (2001-2010)

Department of Integrated Studies, Faculty of Education, McGill University: Instructor in the Teaching English as a Second Language program (2006-2009)

Department of Classics, Modern Languages, and Linguistics, Concordia University: Instructor in the German program (2006-2009)

Département de linguistique et didactique des langues, Université du Québec à Montréal (UQÀM): Instructor in the Teaching English as a Second Language program (2006-2007)

Continuing Education Language Institute, Concordia University: Instructor in the intensive and non-intensive English as a Second Language programs (2001-2008)

Language Tester and Rater: English Exam for Teacher Certification (Quebec), the English Language Proficiency Test for B.Ed. Candidates (McGill University), and German Language Diplomas (German government exams).

Professional memberships

American Association for Applied Linguistics (AAAL)
Canadian Association of Language Assessment / Association canadienne pour l'évaluation des langues (CALA / ACEL) - Founding member and member of the first executive board 2013-2015
Canadian Association for Applied Linguistics (ACLA/CAAL)
International Language Testing Association (ILTA)

Courses taught

At Concordia University:

ESL 202 - Developing Academic English Skills

ESL 204 - Refining Academic English Skills

ESL 207 - English Language Intermediate I

ESL 208 - English Language Intermediate II

ESL 209 - English Language Advanced I

TESL 341 - Language Acquisition

TESL 415 - Testing, Evaluation & Course Design

TESL 541 - Language Acquisition

APLI 616 - Pedagogical Grammar

APLI 635 - Language Assessment

APLI 646 - Literacy

At other universities in Montreal:
Oral comprehension and production
Second language literacy development
Professional seminar for B.Ed. TESL Candidates
Supervision of teaching practicum

Research activities

Current Projects:

2021-2024 (SSHRC): Academic Socialization of Bi/Multilingual Students: A Multi-Site Case Study at Three Canadian Universities (PI; CIs: Sandra Zappa-Hollman, UBC & Saskia Van Viegen, York)

Past Projects:

2020-2023 (FRQSC): Promouvoir la littératie numérique auprès des élèves du secondaire : un projet de recherche-action collaborative (Promoting digital literacy in secondary school students: A collaborative action research project (PI: Julie Corrigan; CIs: Heike Neumann, Kim McDonough; Practioner CIs: Andrea Barrios Guerrero; Caroline Dupuis)

2021-2022 (Duolingo): Examining the Extrapolation Inference of the Duolingo English Test at Two Canadian Universities (PI: Khaled Barkaoui, York; CIs: Heike Neumann, Concordia & Saskia Van Viegen, York)

2018-2020 (CAEL Research Grant): Examining the predictive validity of the CAEL-CE and its relationship to students’ academic acculturation

2016-2018 (SSHRC): Promoting the use of effective textual appropriation strategies by L2 writers (CIs: Sarah Leu, McGill & Kim McDonough, Concordia)

2015-2017 - internal funding: Examining academic performance of international students in the first year at an English-medium university (CIs: Nina Padden & Kim McDonough)

Publications

Articles

* student co-authors

*Griffiths, E., Neumann, H., Zappa-Hollman, S., & Van Viegen, S. (under review). The "hesitant multilingual": Why do some students who use multiple languages not identify as multilingual.

McDonough,K., Neumann, H., Corrigan, J., *Jimenez, M., & *Barrios Guerrero, A. (2024).Supporting EAL secondary students in thinking critically about online information. BC TEAL Journal, 9(1), 33–48. https://doi.org/10.14288/bctj.v9i1.593.

Baxter, G.*, & Neumann, H. (2023). Sourced-based writing of the high- and low-proficiency adolescent L2 writer. Journal of Second Language Writing, 62. https://doi.org/10.1016/j.jslw.2023.101064

Neumann, H., *Kozak, S., & *Gil, L. (2023). The impact of academic acculturation and language proficiency on international students' university experience and academic success: A longitudinal study. Canadian Modern Language Review, 79, 121-140. https://doi.org/10.3138/cmlr-2021-0055

McDonough, K., *Uludag, P. &, Neumann, H. (2021). Assessing case study exams in a business course: What role does language play? Business and Professional Communication Quarterly, 82(2), 116-134. https://doi.org/10.1177%2F23294906211012398

Neumann, H., Leu, S., McDonough, K., & *Crawford, B. (2020). Improving students’ source integration skills: Does a focus on reading comprehension and vocabulary development work? Journal of English for Academic Purposes, 48. https://doi.org/10.1016/j.jeap.2020.100909

Neumann, H., Leu, S., McDonough, K., *Gil, L. & *Crawford, B. (2020). Does the quality of source notes matter? An exploratory study of source-based academic writing. TESL Canada Journal, 37(1), 1-21. https://teslcanadajournal.ca/index.php/tesl/article/view/1405

McDonough, K., *Uludag, P. &, Neumann, H. (2020). Morphological development in EAP student writing. TESOL Quarterly, 54(4), 1065-1076. https://doi.org/10.1002/tesq.608

Neumann, H., Leu, S., & McDonough, K. (2019). L2 writers’ use of outside sources and the related challenges. Journal of English for Academic Purposes, 38,106-120. https://doi.org/10.1016/j.jeap.2019.02.002

Neumann, H., Padden, N., & McDonough, K. (2019). Beyond proficiency scores: Understanding the academic performance of international undergraduate students during the first year of study. Higher Education Research & Development, 38(2), 324-338. https://doi.org/10.1080/07294360.2018.1522621

McDonough, K., Neumann, H., & *Hubert-Smith, N. (2018). How accurately do EAP students use Academic Word List (AWL) words? BC TEAL Journal, 3(1), 77-89. https://ojs-o.library.ubc.ca/index.php/BCTJ/article/view/293

Neumann, H. (2015). The role of information management in the assessment of grammar in L2 academic writing: An exploratory study. Writing & Pedagogy, 7(2-3), 329-352.

Neumann, H., & McDonough, K. (2015). Exploring student interaction during collaborative prewriting discussions and its relationship to L2 writing. Journal of Second Language Writing, 27, 84-104. http://dx.doi.org/10.1016/j.jslw.2014.09.009

McDonough, K, Trofimovich, P., & Neumann, H. (2015). Eliciting production of L2 target structures through priming activities. The Canadian Modern Language Review, 71(1), 75-95. https://utpjournals.press/doi/abs/10.3138/cmlr.2023

Neumann, H. (2014). Teacher assessment of grammatical ability in second language academic writing: A case study. Journal of Second Language Writing, 24, 83–107. http://dx.doi.org/10.1016/j.jslw.2014.04.002

Neumann, H., & McDonough, K. (2014). Exploring the relationships among student preferences, prewriting tasks, and text quality in an EAP context. Journal of English for Academic Purposes, 15, 14-26. https://doi.org/10.1016/j.jeap.2014.05.002

McDonough, K., & Neumann, H. (2014). Using prewriting tasks in L2 writing classes: Insights from three experiments. TESL Canada Journal, 31(8), 132-143. https://teslcanadajournal.ca/index.php/tesl/article/view/1190

Trofimovich, P., McDonough, K., & Neumann, H. (2013). Using collaborative tasks to elicit auditory and structural priming. TESOL Quarterly, 47, 177–186. https://doi.org/10.1002/tesq.78

Books

Baker, B., & Neumann, H. (under contract). Assessing language in the classroom: An interactive approach. Springer.

Leu, S., & Neumann, H. (2017). Academic Inquiry 3: Essays and integrating sources. Oxford University Press.

Book Chapters

Leu, S., & Neumann, H. (2023). Patchwriting: Co-opting a transgressive practice for pedagogical purposes. In R. Wette (Ed.), Teaching and learning source-based writing: Current perspectives and future directions (pp 101-114). Routledge. https://doi.org/10.4324/9781003283485

McDonough, K., *Johnson, C., & Neumann, H. (2023). The role of source information use in business communication instructors' evaluation of student essay exams. In R. Wette (Ed.), Teaching and learning source-based writing: Current perspectives and future directions (pp. 229-246). Routledge. https://doi.org/10.4324/9781003283485

Conference presentations

* student co-authors

Neumann, H., Van Viegen, S., & Zappa-Hollman (2024, November). Beyond academic language socialization: What do students get out of EAP writing classes? Symposium on Second Language Writing, Tucson, AZ. November 14-16, 2024.

Zappa-Hollman, S., Van Viegen, S., *Yamamoto, M., *King, M., & Neumann, H. (2024, March). Justice-oriented and inclusive approaches to instruction and socialization in EAP: Case study insights. American Association of Applied Linguistics Conference, Houston, TX. March 16-19, 2024

Van Viegen, S., *Griffiths, E., Zappa-Hollman, S., & Neumann, H. (2023, December). Toward students as agents in research practice: Methodological insights from a Canadian multi-site case study. Research with International Students Conference, Manchester, UK. December 11-12, 2023

Neumann, H., Van Viegen, S., & Zappa-Hollman, S. (2023, October). What’s so special about EAP instructors? An exploratory inquiry into academic socialization of multilingual students. Symposium on Second Language Writing, Tempe, Arizona. October 26-28, 2023

Barkaoui, K., Neumann, H., & Van Viegen, S., (2022, March). Examining the extrapolation inference of the Duolingo English Test at two Canadian universities. Language Testing Research Colloquium, virtual conference. March 9-11, 2022.

Neumann, H., *Kozak, S., & *Gil, L. (2021, June). Examining the predictive validity of the CAEL-CE and the relationship between students' CAEL scores and their academic acculturation. Poster presented at the Language Testing Research Colloquium, virtual conference. June 14-17, 2021.

*Crawford, B., Neumann, H., Leu, S., & McDonough, K. (2019, June). Challenges of integrating source information in academic writing: The effect of a pedagogical intervention. Paper presented at the annual conference of the Canadian Association for Applied Linguistics, University of British Columbia, Vancouver, BC. June 3-5, 2019.

*Uludag, P., Neumann, H., & McDonough, K., (2019, March). Source Use Behavior and Raters’ Judgement in L2 Academic Writing. Paper presented at the Language Testing Research Colloquium in Atlanta, GA. March 6-8, 2019.

Neumann, H., Leu, S., & McDonough, K. (2019, March). Addressing L2 writers’ challenges in read-to-write tasks. Paper presented at the American Association for Applied Linguistics in Atlanta, GA. March 9-12, 2019

Neumann, H., Leu, S., & McDonough, K. (2018, August). Challenges of L2 writers in read-to-write pedagogical and assessment tasks. Paper presented at the Symposium of Second Language Writing in Vancouver, BC. August 2-4, 2018.

Neumann, H., Padden, N., & McDonough, K. (2017, July). Beyond English proficiency scores: Understanding academic performance of international students in the first year at an English-medium university. Paper presented at the Language Testing Research Colloquium in Bogota, Colombia. July 19-21, 2017.

Neumann, H., Leu, S., & McDonough, K., (2017, June). The challenges of academic writing from sources in a second language: An Exploratory Study. Paper presented at the annual conference of the Canadian Association for Applied Linguistics, Ryerson University, Toronto, ON, Canada. May 29-31, 2017.

Neumann, H., *Hubert-Smith, N., & McDonough K. (2017, March). Academic vocabulary in L2 writing: A corpus study of accuracy and appropriateness of use. Paper presented at the annual conference of the American Association for Applied Linguistics, Portland, OR. March 18-21, 2017.

Neumann, H., & McDonough, K. (2014, March). Talking to write: The use of collaborative prewriting tasks. Paper presented at the annual conference of American Association for Applied Linguistics Conference in Portland, OR. March 22-25, 2014.

Neumann, H., & McDonough, K. (2013, November). Using collaborative prewriting tasks. Paper presented at the SPEAQ Conference in Montreal, QC.November 14-16, 2013.

Neumann, H., McDonough, K., & Trofimovich, P. (2012, November). Designing effective pre-writing oral tasks for EAP students. Paper presented at the TESL Ontario conference in Toronto, ON. November 8-10, 2012.

Neumann, H. & Padden N. (2012, May). Using e-learning technology to deliver a placement test: Challenges and opportunities. Paper presented in the Canadian Association of Language Assessment Symposium at the Canadian Educational Researchers’ Association conference in Waterloo, ON. May 27-30, 2012.

Padden, N. & Neumann, H. (2011, June). Developing a comprehensive academic English placement test. Poster presented at the Language Testing Research Colloquium, Ann Arbor, MI. June 23-25, 2011.

Neumann, H. (2010, May). Information management and grammar assessment: What do teachers attend to in L2 writing? Paper presented at the Symposium on Second Language Writing, Murcia, Spain. May 20-22, 2010.

Neumann, H. (2010, April). What does it take to make a grade? Teachers assessing grammatical ability in L2 writing with rating scales. Paper presented at the Language Testing Research Colloquium, Cambridge, United Kingdom. April 14-16, 2010.

Neumann, H. (2009, November). Are We Doing It Right? Assessment of Grammatical Ability in Second Language Writing. Paper presented at the Symposium on Second Language Writing, Phoenix, AZ. November 5-7, 2009.

Neumann, H. (2009, March). Teachers’ and students’ views on assessment of second language ability in academic writing: How do they affect classroom-based assessment? Poster session presented at the annual meeting of the American Association for Applied Linguistics, Denver, CO. March 21-24, 2009.

Neumann, H. (2009, January). Rating scales in language assessment. Workshop presented at the annual SPEAQ Campus conference at McGill University in Montreal, QC. January 31, 2009.

Baker, B., & Neumann, H. & (2008, November). Balancing validity, reliability and practicality in assessing writing. Workshop presented at the annual SPEAQ conference in Quebec City, QC. November 13-15, 2008.