Paesani, K., Allen, H. W., & Dupuy, B. (2016). A multiliteracies framework for collegiate foreign language teaching. Upper Saddle River, NJ: Pearson.
Paesani, K. (2015). Student perceptions of multiliteracies-oriented and traditional grammar activities: A mixed-methods case study. Konin Language Studies, 3(1), 31-55.
Paesani, K. (2013). A literacy-based approach to foreign language teacher development. In H. W. Allen & H. H. Maxim (Eds.), Educating the future foreign language professoriate for the 21st century (pp. 60-81). Boston, MA: Heinle & Heinle.
Paesani, K. (2013). A sociocultural approach to foreign language teacher professionalization: Lesson planning and concept development. In D. Soneson & E. Tarone (Eds.), Expanding our horizons: Language teacher education in the 21st century (pp. 225-242). Minneapolis, MN: CARLA.
Paesani, K., & Allen, H.W. (2012). Beyond the language-content divide: A review of research on advanced collegiate foreign language teaching and learning. Foreign Language Annals, 45, s54-s75.
Paesani, K. (2011). Research in language-literature instruction: Meeting the call for change? Annual Review of Applied Linguistics, 31, 161-181.
Allen, H. W., & Paesani, K. (2010). Exploring the feasibility of a pedagogy of multiliteracies in introductory foreign language courses. L2 Journal, 2, 119-142.
Barrette, C. M., Paesani, K., & Vinall, K. (2010). Toward an integrated curriculum: Maximizing the use of target language literature. Foreign Language Annals, 42, 216-230.
Paesani, K. (2009). Exploring the stylistic content of Exercices de style. The French Review, 82, 1268-1280
Paesani, K. (2005). Literary texts and grammar instruction: Revisiting the inductive presentation. Foreign Language Annals, 38, 15-24.
Barrette, C. M., & Paesani, K. (Eds.) (2005). Language program articulation: Developing a theoretical foundation. AAUSC Issues in Language Program Direction. Boston, MA: Heinle & Heinle.