Assistant Professor, Director of TESL
Brink Hall, 222
University of Idaho
875 Perimeter Drive MS 1102
Moscow, Idaho 83844-1102
Caroline teaches linguistics and ESL methods.
- Ph.D., Applied Linguistics, Georgia State University, 2012
- M.A., Applied Linguistics, Cum Laude, Universidad de las Americas Puebla, Mexico, 2006
- B.A., Theoretical Linguistics, University of British Columbia, Vancouver, BC, 2003
Caroline Payant received her master's from the Universidad de las Americas Puebla in Mexico in 2006 and her doctorate in applied linguistics from Georgia State University. One of her areas of interest includes cognitive and sociocultural aspects of language acquisition involving two target languages: French and English. This line of research analyzes interaction through collaborative tasks in classroom-based and experimental settings. Her other areas of interest are teacher training and reflective practices. Her overarching goal is to bridge findings from these two areas to help better prepare current and future second and foreign language teachers.
At the University of Idaho, Caroline works with pre-service teachers interested in teaching English as an additional language to speakers of other languages. Prior to joining the University of Idaho faculty in 2012, Caroline taught courses in the Applied Linguistic program, as well as ESL classes in the Intensive English Program, at Georgia State University. She has also taught French, Spanish and English language courses to children and adult learners in Mexico, the U.S. and Canada.
- Bilingualism and multilingualism
- Sociocultural approaches to language development
- Task-based language teaching
- Teacher education and reflective teaching practices
Refereed Journal Articles
- Payant, C. (2016). Teaching philosophy statements: In-service ESL teachers’ practices and beliefs. TESOL Journal.
- Payant, C. (Accepted). Manipulating task implementation variables with incipient Spanish language learners: A Classroom-based Study. Language Teaching Research.
- Payant, C. & Hardy, J. (2016). The dynamic rhetorical structures of TESOL conference abstracts. BC TEAL Journal, 1(1), 1-17.
- Payant, C. (2015). Plurilingual learners’ beliefs and practices toward native and nonnative language mediation during learner-learner interaction. The Canadian Modern Language Review.
- 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.
- 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.
- 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.
- Payant, C. (2014). Incorporating video-mediated reflective tasks in MATESOL programs. TESL Canada Journal, 31(2).
- Payant, C. & Murphy, J. (2012). Cooperating teachers’ roles and responsibilities in an MATESOL practicum. TESL Canada Journal, 29 (2).
- Payant, C. (forthcoming). Task reconstruction with French learners: Proficiency effects on language-driven learning opportunities.
- 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.
- Idaho Vandals Excellence Award, 2016
- SEED Grant, University of Idaho, 2014-2015
- Key Fund Grand, College of Letters, Arts, and Social Sciences, University of Idaho, 2013-2014
- 2012 TESOL Professional Development Scholarship Award
- Language Learning Dissertation Grand Award, 2011
- Southeast TESOL Regional Conference travel grant, Georgia TESOL Award, 2010