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Kate Paesani
CARLA Director

Kate Paesani is the Director for the Center for Advanced Research on Language Acquisition (CARLA) and affiliate Associate Professor in the College of Liberal Arts at the University of Minnesota.

She served as Associate Professor and Director of Basic French Courses at Wayne State University from 2000–2016. 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 high-leverage teaching practices. She has also served as President of the American Association of University Supervisors and Coordinators (AAUSC), 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.


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

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.



Articulation of Language Instruction
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Last Modified: September 26, 2016 at 10:00