Payant, C. (2024). Can embracing plurilingualism transform education? https://futurumcareers.com/can-embracing-plurilingualism-transform-education.
Payant, C. (2023). Quelle est la place de la recherche francophone devant la globalisation du savoir scientifique ?https://www.youtube.com/watch?v=S0lYShn8rXA&t=9s (discussion débute 1:18)
Payant, C., Beaulieu, S., et Bejarano, J. (2023, avril 18). L’insécurité linguistique en contexte éducatif. Réseau d'information pour la réussite éducative (RIRE) et Le Centre de transfert pour la réussite éducative du Québec (CTREQ). https://rire.ctreq.qc.ca/linsecurite-linguistique-en-contexte-educatif/
Payant, C. (2022, septembre 16). Comprendre les divers enjeux du plurilinguisme. Éducation UQAM. https://education.uqam.ca/a-la-une/comprendre-les-divers-enjeux-du-plurilinguisme/
Payant, C. & Galante, A. (Eds.) (2022). Plurilingualism and translanguaging: Pedagogical approaches for empowerment and validation [Special Issue]. TESL Canada Journal, 2(31). https://teslcanadajournal.ca/index.php/tesl
Payant, C. & Kim, Y. [Eds.] (2022). Writing pedagogy with linguistically diverse learners: The nexus of multilingualism, multiliteracies, and multimodalities. [Special Issue]. Canadian Journal of Applied Linguistics, 25(3). https://journals.lib.unb.ca/index.php/CJAL/article/view/33398
Zuniga, M. et Payant, C. (2020). L'Enseignement basé sur les tâches en français langue seconde. [Numéro thématique]. La Revue de l'AQEFLS, 33(1). https://doi.org/10.7202/1081263ar
Cortes Fabia, P., Payant, C. & Bell, P. (accepted). The implementation of a pronunciation task: What do teachers think? Canadian Journal of Applied Linguistics.
Kim, Y., Payant, C. Skalicky, S. & Namkung, Y. (accepted). Comparing the effectiveness of Duolingo, classroom instruction, and classroom + Duolingo instruction conditions on beginner-level French language development. Studies in Second Language Acquisition.
Payant, C., Maatouk, Z. et Uludag, P. (in press). Validation of a questionnaire to examine the monolingual bias and the potential of plurilingual pedagogies in language education. Canadian Modern Language Review/Revue canadienne des langues vivantes.
Payant, C. et Potvin-Cloutier, E. (2024). La discrimination linguistique : une prise de conscience de participantes en contexte franco-québécois. The Journal of Belonging, Identity, Language, and Diversity/ Revue de langage, d’identité, de diversité et d’appartenance.
Payant, C. & Reagan, D. (2023). Engaging low-proficiency learners in collaborative writing tasks: The influence of task complexity on the learning process and outcome. Spanish Journal of Applied Linguistics, 36(3), 10.1075/resla.21019.pay. Read the accepted version here: (Click here)
Maatouk, Z. & Payant, C. (2022). The pertinence and feasibility of implementing a plurilingual approach in Quebec, Canada: The perspective of pre-service ESL teachers. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2022.2072681;
Payant, C. & *Maatouk, Z. (2022). Collaborative writing in a third language: How writers use and view their plurilingual repertoire during collaborative writing tasks. Canadian Journal of Applied Linguistics, 25(1), 127–151. https://doi.org/10.37213/cjal.2022.31288
*Jasor, I., Jeannot, B. et Payant, C. (2022). À la découverte de mon identité plurilingue : portraits de langues d’élèves guadeloupéens. Le langage et l'Homme.
Payant, C. et Zuniga, M. (2022). Learners’ flow experience during peer written corrective feedback in a virtual writing course during the global pandemic. System, 105(2) 102715. https://doi.org/10.1016/j.system.2021.102715
Payant, C. & Bell. P. (2022). Very easy, it's an English class, therefore they should not rely on a French text”: English language teachers’ beliefs regarding L1 use for literacy instruction. Language Teaching for Young Learners, 4(1), 143 - 170 . https://doi.org/10.1075/ltyl.21004.pay
Zuniga, M. & Payant, C. (2021). In flow with task repetition during collaborative oral and writing tasks.Canadian Journal of Applied Linguistics. 24(2), 48-69. PDF available here
*Uludag, P. McDonough, K., & Payant, C. (2021). Does prewriting planning positively impact English L2 students’ integrated writing performance? Canadian Journal of Applied Linguistics, 24(3), 166-185. PDF available here
Payant, C. (2020). Exploring multilingual learners’ writing practices during an L2 and an L3 individual writing task. Canadian Modern Language Review/Revue canadienne des langues vivantes.76(4), 313-334. https://drive.google.com/file/d/1iVAvNRrc3qJ1Pvz7GC8A02qC7pRoLBaQ/view PDF available here
Keywords: Plurilingual learners; L2 writing; French as an additional language; English as an additional language
Payant, C. & Kim, Y. (2019). Impact of task modality on collaborative dialogue among plurilingual learners: A classroom-based study. International Journal of Bilingual Education and Bilingualism, 22(5), 614-627. http://dx.doi.org/10.1080/13670050.2017.1292999
Keywords: Oral and Written modalities; Task-based language teaching (TBLT); Plurilingual learners; French as a third language
Payant, C. & Belcher, D. D. (2019). The trajectory of a multilingual academic striving for academic literacy and publication success in a mother tongue. Critical Multilingual Studies, 7(1), 11-31. PDF available
Payant, C. & *Jutras, D. (2019). Doctoral candidates’ motivation for using French as a research publication purposes in a multilingual environment. BUJE (Başkent University Faculty of Education) Special Issue.
*Uludag, P., Linberg, R., McDonough, K., & Payant, C. (2019). Exploring L2 writers’ source-text use in an integrated writing assessment, Journal of Second Language Writing, 46, https://doi.org/10.1016/j.jslw.2019.100670
Payant, C., McDonough, K., *Uludag, P. & *Lindberg, R. (2019). Predicting integrated writing task performance: Source comprehension, prewriting planning, and individual differences. Journal of English for Academic Purposes https://doi.org/10.1016/j.jeap.2019.06.001 PDF available here
*Mason, A. & Payant, C. (2019). Experienced teachers' beliefs and practices towards communicative approaches in teaching EFL in rural Ukraine. TESOL Journal, 10(1), DOI: 10.1002/tesj.377
Keywords: Teachers' reported practices; Tasks; Communicative language teaching (CLT)
Payant, C. (2019). Étude de la perception des apprenants de français langue étrangère envers l’enseignement des langues basé sur les tâches. Canadian Journal of Applied Linguistics/Revue canadienne de linguistique appliquée.
Keywords: Task-based language teaching (TBLT); Material development; Learners' perspectives; Spanish learners of French as a third language
Payant, C. & *Reagan, D. (2018). Manipulating task implementation variables with incipient Spanish language learners: A Classroom-based study. Language Teaching Research, 1-20. doi: 10.1177/1362168816669742
Payant, C. & *Mason, A. (2018). A planned tutoring experience: Exploring the affordances on EAL pre-service teachers' developing knowledge base. The Canadian Modern Language Review, 74(4), 603-626. doi: 10.3138/cmlr.2017-0037
Payant, C. & Hirano, E. (2018). Recurring topics in English language teachers’ written teaching philosophy statements. TESL Canada Journal, 35(1), 29 - 51. https://doi.org/10.18806/tesl.v35i1.1283.
Payant, C. (2017). Teaching philosophy statements: In-service ESL teachers’ practices and beliefs. TESOL Journal. doi: 10.1002/tesj.290
Payant. C. & *Bright, R. (2017). Technology-mediated tasks: Affordances considered from the learners’ perspectives. TESOL Journal.
Kim Y., & Payant, C. (2017). Impacts of task complexity on the development of L2 oral performance over time. International Review of Applied Linguistics, 55 (2).
Payant, C. & Hardy, J. (2016). The dynamic rhetorical structures of TESOL conference abstracts. BC TEAL Journal, 1(1), 1-17. PDF available
*Alqahtani, N. & Payant, C. (2016). Student-teacher conferencing: ESL learners’ perspectives explored. In J. Dobson & M. Savage (Eds.) Tri-TESOL 2015 – Transcending Boundaries and Interweaving Perspectives: Conference Proceedings.
Junqueira, L. & Payant, C. (2015). “I just want to do it right, but it's so hard”: A novice teacher's written feedback beliefs and practices. Journal of Second Language Writing, 27, 19-36. doi:10.1016/j.jslw.2014.11.001
Payant, C. & Kim, Y. (2015). Language mediation in an L3 classroom: The role of task modalities and task types. Foreign Language Annals, 48(4), 706–729. doi: 10.1111/flan.12161.
Keywords: Task-based language teaching (TBLT); Languages as tools; Native and non-native mediation; Sociocultural theory
Payant, C. (2015). Plurilingual learners’ beliefs and practices toward native and nonnative language mediation during learner-learner interaction. The Canadian Modern Language Review, 71 (2), 1–25. http://dx.doi.org/10.3138/cmlr.2081.1
Keywords: Languages as tools; Native and non-native mediation; Sociocultural theory Learners' perspectives; Spanish learners of French as a third language
Kim, Y., Payant, C., & Pearson, P. (2015). The intersection of task-based interaction, task complexity, and working memory. Studies in Second Language Acquisition, 1-33. https://doi.org/10.1017/S0272263114000618
Payant, C. (2014). Incorporating video-mediated reflective tasks in MATESOL programs. TESL Canada Journal, 31(2). http://www.teslcanadajournal.ca/tesl/index.php/tesl/article/viewFile/1174/994
Payant, C. & Murphy, J. (2012). Cooperating teachers’ roles and responsibilities in an MATESOL practicum. TESL Canada Journal, 29 (2), 1-23. https://doi.org/10.18806/tesl.v29i2.1097 or https://files.eric.ed.gov/fulltext/EJ981508.pdf
Payant, C. ( 2024). A mentoring philosophy: Engaging MA students in the process of scholarly publications. In P. Habibie & R. Kohls, (Eds.) Mentorship in scholarly publication: Narratives and practices. Routledge Read the pre-print version by simply following this link: Payant
Payant, C. & Bell P. (2024). Developing academic biliteracies through plurilingual integrated writing tasks: Students perceptions and reported practices. In R. Wette (Eds..), Teaching and learning source-based writing: Current perspectives and future directions. Routledge.
Bell, P. & Payant, C. (2024). Comprehensible input in language instruction: Approaches and techniques, Read the pre-print version by simply following this link: Bell & Payant
Payant, C. (2023). Becoming an empowered plurilingual scholar. In L. A. Salas Serrano and G. M. Mendoza Chirinos (Eds.) Empowerment in ELT: A collection of Worldwide Stories.
Bell, P. & Payant, C. (2021). Learner corpus design, collection and transcription. In N. Tracy-Ventura and M. Paquot (Eds.) Routledge Handbook of SLA and Corpora. Routledge.
Hirano, E. & Payant, C. (2020). The story of Tabasum: An exploration of a refugee student’s developing identities. In N. Rudolph N, A. F. Selvi and B. Yazan Attending to the complexity of identity and interaction in language education. Multilingual Matters. Read the pre-print version by simply following this link: Hirano & Payant
*Reagan, D. & Payant, C. (2018). Task modality effects on Spanish learners’ interlanguage pragmatic development. In Taguchi, N. & Kim, Y. (Eds.) Task-based approaches to teaching and assessing pragmatics. John Benjamins, pp. 114-136. https://benjamins.com/catalog/tblt.10.05rea
Payant C. (2017). Effects of L3 learner proficiency and task types on language mediation: A sociocultural perspective. In M. Ahmadian & M.P. Garcia Mayo. Recent perspectives on task-based language learning and teaching.
Kim, Y. & Payant, C. (2014). A pedagogical proposal for task sequencing: An exploration of task repetition and task complexity on learning opportunities. In M. Baralt, M. Gilabert & P. Robinson. (Eds.). Task sequencing and instructed second language learning. Bloomsbury Academic, pp. 151-177.
Payant, C. & Barrón Serrano, F. J. (2013). Assessing English in Mexico. In A. Kunnan (Ed.) The companion to language assessment. Malden, MA: Wiley-Blackwell.
Payant, C. et *Dutil, R. (2025). Intégrer l’ELBT en salle de classe : une proposition de tâche pour des apprenants du français langue seconde au primaire. Revue des sciences de l'éducation de McGill.
Payant, C. (2024). Recherches-en-bref: Exploring multilingual learners’ writing practices during an L2 and an L3 individual writing task. Association canadienne des professionnels de l'immersion. ACPI. Accepted version available for download here.
*Potvin-Cloutier, E., *Jasor, I., et Payant, C. (2023). Le portrait de langues : une tâche plurilingue au service de la valorisation du répertoire langagier des apprenants. Les Cahiers de l'AQPF, 14(1), 24-28. Vous pouvez lire l'article ici
Payant, C. & Zuniga, M. (2023). Reflections on the dynamic nature of academic co-writing. Journal für Schreibwissenschaft. Follow this link to get a preprint of the article
Payant, C. et Zuniga, M. (2022). Introduction au numéro thématique: dimensions sociales, émotionnelles et cognitives dans l’apprentissage des langues additionnelles. La Revue de l'AQEFLS, 35(1), 1-5. https://doi.org/10.7202/1095058ar
Melo-Pfeifer, S. et Payant, C. (2022). Mise en oeuvre de pratiques qui contribuent à la valorisation et à la validation de la pluralité du répertoire des apprenants. La Revue de l’AQEFLS, 35(1). https://doi.org/10.7202/1095065ar
Payant, C. & Bell, P. (2022). Developing literacy skills through collaborative tasks for emerging-proficiency English as an additional language learners in Quebec. TESL Canada Journal, 39(1).
Payant, C. & Bell. P. (2022). Listen-and-draw task: Engaging learners in meaningful interactions. SPEAQ News. Spring 2022 Issue, 10-11. PDF available here for download.
Bell, P. & Payant, C. (2021). La place de la grammaire dans l’approche de l’Enseignement des langues basé sur les tâches : discussion entre les professeures Philippa Bell et Caroline Payant. La Revue de l’AQEFLS, 34(2). https://doi.org/10.7202/1082350ar PDF available here
*Maatouk, Z. & Payant, C. (2020). Moving beyond individual peer review tasks: A collaborative written corrective feedback framework. BC TEAL, 5(1), 19-31. à https://ojso.library.ubc.ca/index.php/BCTJ/article/view/341
Payant, C. & Michaud, G. (2020). La conceptualisation de la tâche en didactique des langues secondes : l’enseignement des langues basé sur la tâche et l’approche actionnelle. La Revue de l'AQEFLS.
Zuniga, M. et Payant, C. (2020). Introduction au numéro thématique: Enseignement basé sur les tâches en français langue seconde. La Revue de l'AQEFLS, 33(1), 1-3. https://doi.org/10.7202/1081263ar
*Bruchesi, O. & Payant, C. (2020). Une rétroaction corrective gagnante à l'écrit en contexte plurilingue: trois pistes pour mieux soutenir les élèves de langues secondes en classe de français langue d'enseignement. Les Cahiers de l'AQPF, 11(1), 16-19.
Payant, C. & *Reagan, D. (2017). Developing pragmatic competence through task-supported language teaching. AL Forum: the newsletter of the Applied Linguistics Interest Section.
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