Kate Paesani CARLA Director Kate Paesani is the Director for the Center for Advanced Research on Language Acquisition (CARLA) and Associate Professor of French in the Department of French and Italian, and affiliated faculty in the Multilingual Education program in the Department of Curriculum and Instruction at the University of Minnesota. At CARLA, her work includes leading the social justice in language education, literacies in language education, and language program direction initiatives, and teaching an annual CARLA summer institute. Dr. Paesani’s research focuses on text-based curriculum and instruction, social justice in language education, and language teacher development, couched within the frameworks of multiliteracies pedagogy and sociocultural theory. She has published on applications of multiliteracies pedagogy in postsecondary language programs; integrating language and literary-cultural content in curriculum and instruction; teacher cognition, identity construction, and professional development; language program articulation; and program assessment and evaluation. She is co-editor of Second Language Research & Practice, the journal of the American Association of University Supervisors and Coordinators (AAUSC) and a member of the ACTFL Board of Directors. 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 postsecondary language program director and advisor to an MA program for in-service secondary teachers, Dr. Paesani has broad experience as a scholar, teacher, and teacher educator, and has provided workshops, lectures, and consultancy services on a range of topics across the United States.

Education

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

Selected Publications

Paesani, K., & Menke, M. (2023). Literacies in language education: A guide for teachers and teacher educators. Georgetown University Press.

Paesani, K., Goodspeed, L., Menke, M., & Ruf, H. (2023). Creating social justice instructional templates: Framework, process, and lessons learned. L2 Journal, 15(1), 1-19.

Allen, H. W., & Paesani, K. (2022). Genre instruction, textual borrowing, and foreign language writing: Graduate teaching assistant perspectives and practices. Language Teaching Research, 26(4), 755-776.

Paesani, K., & Past, E. (2021). Thinking across cultures: A conceptual lexicon for foreign languages and the environment. ADFL Bulletin, 46(2), 11-19.

Menke, M., & Paesani, K. (2021). Understanding teacher discourse around multiliteracies pedagogy. In B. Dupuy & K. Michelson (Eds.), Pathways to paradigm change: Critical examinations of prevailing discourses and ideologies in second language education (pp. 83-107). Boston, MA: Cengage.

Paesani, K., & Allen, H. W. (2020). Teacher development and multiliteracies pedagogy: Challenges and opportunities for postsecondary language programs. Second Language Research & Practice, 1, 124-138.

Allen, H. W., & Paesani, K. (2019). Interpersonal writing in the advanced undergraduate French curriculum: A multiliteracies perspective. In N. Yigitoglu & M. Reichelt (Eds.), L2 writing beyond English (pp. 42-59). Bristol, England: Multilingual Matters.

Carrillo Cabello, A., Paesani, K., & Soneson, D. (Eds.). (2019). Developing advanced speaking proficiency: Instructional and curricular models for post-secondary language programs (CARLA Working Paper Series). Minneapolis, MN: University of Minnesota, Center for Advanced Research on Language Acquisition.

Menke, M. R., & Paesani, K. (2019). Analysing foreign language instructional materials through the lens of the multiliteracies framework. Language, Culture, and Curriculum, 32(1), 34-39.

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

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

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 [PDF] (pp. 225-242). Minneapolis, MN: University of Minnesota, Center for Advanced Research on Language Acquisition.

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.