Kate Paesani
CARLA Director

Kate Paesani is the Director for the Center for Advanced Research on Language Acquisition (CARLA) and affiliate faculty in the Department of French and Italian and the Department of Curriculum and Instruction at the University of Minnesota. At CARLA, her work includes directing the foreign language literacies project, overseeing the creation of conference organizing resources, and teaching an annual CARLA summer institute.

Her research focuses on literacy-based curriculum and instruction and foreign language teacher development, couched within the frameworks of multiliteracies pedagogy and sociocultural theory. She has published on applications of multiliteracies pedagogy in collegiate foreign language programs, integrating language and literary-cultural content in curriculum and instruction, foreign language program articulation, teacher conceptual development, and program assessment and evaluation. She is co-editor of Issues in Language Program Direction, the annual book series of the American Association of University Supervisors and Coordinators (AAUSC). She has also served as AAUSC President and is a 2016 recipient of Wayne State University's Board of Governors Faculty Recognition Award for her co-authored book, A Multiliteracies Framework for Collegiate Foreign Language Teaching.

A former French professor, postsecondary language program director, and advisor to an MA program for in-service secondary teachers, Dr. Paesani has broad experience as a teacher and teacher educator, and has delivered workshops and lectures on a range of topics across the United States.


Education

Ph.D., French Linguistics, Indiana University, Bloomington, 2001
M.A., French Linguistics, Indiana University, Bloomington, 1992
B.A., French (cum laude), University of Connecticut, Storrs, 1990
Diplôme Supérieure d'Études Françaises (3e degré avec la mention assez bien), Université de Haute Normandie, France, 1989

Selected Publications

Barrette, C. M., & Paesani, K. (2018). Conceptualizing cultural literacy through student learning outcomes assessment. Foreign Language Annals, 51, 331-343.

Menke, M. R., & Paesani, K. (2018). Analysing foreign language instructional materials through the lens of the multiliteracies framework. Language, Culture, and Curriculum.

Paesani, K. (2018). Researching literacies and textual thinking in collegiate foreign language programs: Reflections and recommendations. Foreign Language Annals, 51, 129-139.

Paesani, K. (2017). Redesigning an introductory language program: A backward design approach. L2 Journal, 9(1), 1-20.

Paesani, K. (2017). Think globally, act locally: An alternative proposal for effecting change in language education. Modern Language Journal, 101, 433-436.

Paesani, K. (2016). Investigating connections among reading, writing, and language development: A multiliteracies perspective. Reading in a Foreign Language, 28(2), 266-289.

Paesani, K. (2016). Literature, literacy, and the undergraduate foreign language curriculum. ADFL Bulletin, 44(1), 39-51.

Paesani, K., Allen, H. W., & Dupuy, B. (2016). A multiliteracies framework for collegiate foreign language teaching. Upper Saddle River, NJ: Pearson.

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 styleThe 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.

 

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