Chantal M. Dion

• BA (philo- Sherbrooke); C.Sc. ed.(UQAH); MA Education (Ottawa), PHD (Montréal)
• Email Chantal M. Dion

Biography

(June 2019)

I was born in Magog, Québec. I studied at Université de Sherbrooke (BA, Philosophie), Université du Québec à Hull – now UQO (B.Éd), University of Ottawa (MA, Psychopédagogie), Institut d’Études Politiques in Paris (Diplôme d’études politiques) and Université de Montréal (Ph.D, Didactique, Le rire et l’humour dans l’apprentissage et l’enseignement d’une langue seconde). I taught French as second language at all levels, from primary to university, in Canada and abroad. Complete commitment to “quality education” and “excellence” in French as second language (FSL) describes my involvement in learning and teaching. My experience in classroom and educational milieus lead me to research this practice of excellence seeking via applied metacognition frame of teaching. these best ways to support learners learning excellence either by setting ambitious, challenging learning goals while making sure to track progress, practice, challenge, difficulties and efforts activated by learners to insure both general and targeted learning points but most importantly, instill energy and determination to not only a lasting progress but one that is transferable in life and career.

My professional focus is on the best possible fact grounded (research) knowledge of students by way of not only their needs most importantly, their capabilities and capacity to take charge and responsibility as learner, knowledgeable of themselves, of their abilities in continued self- efforts. As instructor, I thrive to expose students to the wealth of scientific knowledge about Second language acquisition since this is part of our common quest for creating an environment conducive to responsible, efficient, goal-oriented learning and continuing improvement in mastering FSL.

I am particularly interested in the field of writing in a Second language, with an attention on monitoring efficient and educated student’s learning autonomy. Only when students are in the best possible control of themselves as learners are they on the path to enhance personal and individual continuing language learning process and progress. Not only do I find this to be particularly important for any student considering a career as teachers of a second language, but as writers in a Second language, anyone considering a career in the Public service as well as a career on the international scene.

Research Interests

• The process of active writing for advanced second language students.
• Self-monitoring of any learning process and productions using conventional journals and reflective commentaries as well as hybrid technology tools such as screen casting.
• Metacognition, cognition and action development and improvement for intermediate and advanced language learners, particularly in writing.
• Individualized learning and critical assessment goal setting: how to be on your own as a continuing learner and make real and significant progress.
• Critical Learning Journals and Critical Commenting as efficient learning techniques for intermediate and advanced students.
• Critical and analytical skills applied to study group, paper preparation, CUL, quiz, etc. as enhancement to learning and progress.

Some of my Academic Responsibilities

Recent these supervision

• Co-Chair with Dr Erik Anonby
  
  Program: MA, Linguistics
  
  Student : Buerki Plahar
  
  Defence April 20^th, 2017

Some of my Administrative Responsibilities and Committee Assignments

        At the University level

• • Chair of the Carleton University Academic Staff Association (CUASA) Bargaining Committee 2019-2021
  • Chief Negotiator for Carleton University Academic Staff Association (CUASA) 2017
  • President and Past President, Carleton University Academic Staff Association (CUASA)2013-2016
  • Teaching and Learning Council, member of the “ Student Engagement Action Team (SEAT)2015-2017
  • Faculty member of the 2015 Carleton United Way Campaign, since 2012

Some Recent Publications

Chapters in books

• « Multimodal (self-)feedback to foster metacognition in a second language writing environment: the teacher’s perspectives». In Revue Internationale Méthodal, volume 3 “Methodology of language teaching/learning: towards pedagogical, didactic and linguistic excellence”, (Fall, 2019).
• « Tools to Enhance Second Language Writing Autonomy: Can we do things better? » In Fostering autonomy in language learning D. Gardner (Ed.), Gaziantep, Turkey: Zirve University, 2011. Chapter 6, pp. 64-76. http://ilac2010.zirve.edu.tr
•  « Le scripteur en langue seconde : outils pour acquérir plus d’autonomie d’écriture ». Proceedings of the WEFLA 2010 Conference, University of Holguin, Cuba, 2010. Foreign Language Teaching, 01-07. http://www.wefla.org.
•  « État du FLE/S au Canada, en Belgique, en Suisse et en France : l’aspect institutionnel. » In collaboration with Corinne Cordier-Gauthier. In Le français langue seconde : un concept et des pratiques en évolution. Michèle Verdelhan, Editor, Louvain-la-Neuve : De Boeck, 2008. pp. 29-45.

Some Papers presented (selection)

• Dion, C. “La déclaration d’intention langagière comme moyen de responsabilisation en écriture”. WEFLA2019, part of the Symposium “Comment opérationnaliser la responsabilisation des étudiants dans des programmes de langue ?” (C.Dion, F. Léger, R. Guess, N. Sarma). Holguin, Cuba, April 26-29, 2019.
• Dion, C. & R. Farzi. «Designing L2 writing tasks that foster the development of metacognition in a second language university writing environment: reflections after a multimodal (self)feedback approach ». 2^nd Méthodal 2018 international conference on Language Learning Methodology Towards Pedagogical, Teaching and Linguistic Excellence. Thessaloniki, Greece, September 2-5, 2018
• Dion, C. & R. Farzi. « Multimodal feedback to foster metacognition in second language writing environment » In the Symposium « Automated corrective feedback on cohesion in advanced students´ writing » at EUROCALL 2017, Southampton, UK, August 23^rd-26^th, 2017
• Dion, C. « Second Language Writing Autonomy in University Writing Course: A Focused Journal Approach ». 18th world Congress of Applied Linguistics (AILA), Rio de Janeiro, Brazil , July 23rd-28th 2017
• Hamel, M., Séror, J. & Dion, C. « Portraits of learners mediating with technology». Paper presented at Symposium CCERBAL, University of Ottawa, 2014, Ottawa, April 24-25.
• Dion, C. « Rire et humour dans l’apprentissage d’une langue seconde. » Paper presented at the FLE Programme de formation continue 2015, UNAM (Universidad Nacional Autonoma de Mexico). Gatineau, June 26^th & June 29th.
• Hamel, M., Séror, J. & Dion, C. « Video screen capture in the L2 writing class : two teachers, two contexts of use ». Paper presented at EuroCALL 2013, Evora, Portugal, September 10-14.
• Séror, J. Hamel, M., & Dion, C. « Step by Step! Learning to Use the Screen Capture Technology in Second Language Writing Classrooms ». Paper presented at CALL JALT 2013, Matsumoto, Japan, June.
• Hamel, M., Séror, J. & Dion, C. « Video screen capture to scaffold the L2 writing processes – Teachers engaging with new technology ». Paper presented at CALICO 2013, Hawaii, May.
• Dion, C. « What if writing could improve speaking? Reflecting on the power of  metacognition  to ‘rescue’ stagnating plateaus as well as speed up overall SLA », Carleton University         School of Linguistics and Language Studies 7th annual  Language and Communication  Symposium 2013, Ottawa, April 16th-17th.
• Dion, C. « From ‘moonlit’ approximation to ‘daylight awareness’ to ‘down-to-earth’ progress: a spoonful of ‘active’ medicine in SL writing », Carleton University School of Linguistics and Language Studies 6th annual Language and Communication Symposium, Ottawa, 2012, April 16th-17th.
• Dion, C. «Rire et humour dans l’apprentissage d’une langue seconde: considérations théoriques sur une cohabitation cognitive complexe » IXe Colloque de l’Association pour le développement des recherches sur le Comique, le Rire et l’Humour (CORHUM), Université de Saint-Quentin-En-Yvelines, France, 2011, October 12th-15th.
• Dion, C. « Journals as research tool for identifying success ». Learner Autonomy Special Interest Group (LASIG) colloquium at the Annual International Association of Teachers of English as Foreign Language (IAETFL) Conference. Brighton, United Kingdom, 2011, April 13^th -16^th,.
• Dion, C. « Autonomy for Second language writer: tools to develop writing autonomy ». The 1st Zirve University International ELT Conference on Independent Learning.          Gaziantep, 2011, Turkey, June 3rd-6th.
• Dion, C. « Le scripteur en langue seconde : outils pour acquérir plus d’autonomie d’écriture », VII Conferencia Internacional sobre Lenguas Extranjeras, Comunicación y Cultura, WEFLA 2010, Universidad de Holguín, Cuba, April 23^rd.
• Dion, C.« Second language university writer’s autonomy: consciousness-raising tools for taking charge of one’s progress ». Annual International Association of Teachers of English Foreign Language (IATEFL) Conference. Cardiff, United Kingdom,2009, March 29th-April 4^th.             
• Dion, C. «Laughter and Humour in Second-Language Acquisition: Neurological Facilitators or Cognitive Foes? » Annual Congress of the American Association of Applied Linguistic (AAAL), Washington, 2008, March 29^th.
• Dion, C.« Présentation des résultats d’une enquête sur le rire et l’humour en classe de langue seconde ». Symposium on Teacher training in second language. Congress of the Humanities and Social Sciences Annual meeting of CAAL/ACLA. Saskatoon, 2007, SA, June 2^nd.

Research Grants

2012-2014     “ Writers in action!: Modeling and Scaffolding FL2 Learners’ Writing Process at the Computer ”. Collaboration with Dr Marie-Josée Hamel (PI) and Dr Jérémie Séror, (University of Ottawa, OLBI). Funded by Higher Education Quality Council of Ontario (HEQCO, # 11/12-EOI-RFP-003-07, $69,500).

Awards/Honours

• 2007 Carleton Professional Achievement Award
• 2005 Helen B. St-John Award, Ontario Modern Language Teachers Association (OMLTA)
• 2004 Professional Achievement Award
• 2003 Finalist for the Capital Educators Award
• 1998 Professional Achievement Award