Nancy Bell

Nancy Bell



A Portland native, Nancy Bell received her BA in linguistics at the University of Oregon and her PhD in Educational Linguistics from the University of Pennsylvania. She has taught English as a Second Language for much of her career, including two years with the Peace Corps in Cameroon. At WSU, she coordinates and teaches in the Linguistics track, trains graduate instructors in teaching academic literacies to second language users of English, and teaches courses that support our international and multilingual students.


Selected Publications:

Bell, N., Shardakova, M., & Shively, R. (2021). The DCT as a data collection method for L2 humor production. In R. Shively & J. C. Félix-Brasdefer (eds.), New Directions in Second Language Pragmatics. Berlin: Mouton de Gruyter.

Bell, N. (2018). Pragmatics, humor studies, and the study of interaction. In N. Norrick and C. Ilie (eds), Pragmatics and its Interfaces (pp. 291-309). Amsterdam: John Benjamins.

Bell, N. & Skalicky, S. (2018). Humor and formulaic language in second language learning. In A. Siyanova-Chanturia & A. Pellicer-Sanchez (eds.), Understanding Formulaic Language: A Second Language Acquisition Perspective (pp. 115-131). New York: Routledge.

Bell, N. & Pomerantz, A. (2015). Humor in the Classroom: A Guide for Language Teachers and Educational Researchers. New York: Routledge.

Bell, N. (2015). We are not Amused: Failed Humor in Interaction. Berlin: Mouton de Gruyter.

Bell, N. (2012). Comparing playful and non-playful incidental attention to form. Language Learning, 62(1), 236-265.

Bell, N. (2009). A Student’s Guide to the MA TESOL. New York: Palgrave Macmillan.

Bell, N. (2005). Exploring L2 language play as an aid to SLL: A case study of humour in NS-NNS interaction. Applied Linguistics, 26(2), 192-218.

Research Interests:

Her research interests center mainly on the discourse analytic investigation of conversational humor and language play, especially with respect to second language users. In addition, she is interested in second language teaching and learning, intercultural interaction, and the development of second language sociolinguistic competence.