{"id":317,"date":"2010-03-02T16:11:40","date_gmt":"2010-03-02T21:11:40","guid":{"rendered":"http:\/\/carleton.ca\/french\/?page_id=317"},"modified":"2025-09-12T12:04:52","modified_gmt":"2025-09-12T16:04:52","slug":"chantal-m-dion","status":"publish","type":"cu_people","link":"https:\/\/carleton.ca\/french\/people\/chantal-m-dion\/","title":{"rendered":"Chantal M. Dion"},"content":{"rendered":"<header class=\"mb-6 cu-pageheader cu-component-updated md:mb-12\">\n    <h1 class=\"cu-prose-first-last font-semibold !mt-2 mb-4 md:mb-6 text-3xl md:text-4xl lg:text-5xl lg:leading-[3.5rem] relative after:absolute after:h-px after:bottom-0 pb-5 after:w-10 after:bg-cu-red after:left-px\">\n                    \n             \n                \n            <\/h1>\n\n    \n    <\/header>\n\n\n\n<p><strong>Biography<\/strong><\/p>\n\n\n\n<p>(June 2019)<\/p>\n\n\n\n<p>I was born in Magog, Qu\u00e9bec. I studied at Universit\u00e9 de Sherbrooke (<em>BA, Philosophie<\/em>), Universit\u00e9 du Qu\u00e9bec \u00e0 Hull &#8211; now UQO (B.\u00c9d), University of Ottawa (<em>MA, Psychop\u00e9dagogie<\/em>), Institut d\u2019\u00c9tudes Politiques in Paris (<em>Dipl\u00f4me d\u2019\u00e9tudes politiques<\/em>) and Universit\u00e9 de Montr\u00e9al (Ph.D, Didactique, <em>Le rire et l\u2019humour dans l\u2019apprentissage et l\u2019enseignement d\u2019une langue seconde<\/em>). I taught French as second language at all levels, from primary to university, in Canada and abroad. Complete commitment to \u201cquality education\u201d and \u201cexcellence\u201d 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.<\/p>\n\n\n\n<p>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.<\/p>\n\n\n\n<p>I am particularly interested in the field of writing in a Second language, with an attention on monitoring efficient and educated student\u2019s 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.<\/p>\n\n\n\n<h4 id=\"research-interests\" class=\"wp-block-heading\"><strong>Research Interests <\/strong><\/h4>\n\n\n\n<ul class=\"wp-block-list\">\n<li>The process of active writing for advanced second language students.<\/li>\n\n\n\n<li>Self-monitoring of any learning process and productions using conventional journals and reflective commentaries as well as hybrid technology tools such as screen casting.<\/li>\n\n\n\n<li>Metacognition, cognition and action development and improvement for intermediate and advanced language learners, particularly in writing.<\/li>\n\n\n\n<li>Individualized learning and critical assessment goal setting: how to be on your own as a continuing learner and make real and significant progress.<\/li>\n\n\n\n<li>Critical Learning Journals and Critical Commenting as efficient learning techniques for intermediate and advanced students.<\/li>\n\n\n\n<li>Critical and analytical skills applied to study group, paper preparation, CUL, quiz, etc. as enhancement to learning and progress.<\/li>\n<\/ul>\n\n\n\n<p><strong>Some of my <\/strong><strong>Academic Responsibilities<\/strong><\/p>\n\n\n\n<p><strong>Recent these supervision<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><b>Co-Chair with Dr Erik Anonby<br><br><\/b>Program: MA, Linguistics<br><br>Student : Buerki Plahar<br><br>Defence April 20<sup>th<\/sup>, 2017<\/li>\n<\/ul>\n\n\n\n<ol class=\"wp-block-list\">\n<li><\/li>\n<\/ol>\n\n\n\n<p><strong>Some of my Administrative Responsibilities and Committee Assignments<\/strong><\/p>\n\n\n\n<p><strong>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;At the University level <\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>\n<ul class=\"wp-block-list\">\n<li>Chair of the 杏吧原创 University Academic Staff Association (CUASA) Bargaining Committee 2019-2021<\/li>\n\n\n\n<li>Chief Negotiator for 杏吧原创 University Academic Staff Association (CUASA) 2017<\/li>\n\n\n\n<li>President and Past President, 杏吧原创 University Academic Staff Association (CUASA)2013-2016<\/li>\n\n\n\n<li>Teaching and Learning Council, member of the \u201c Student Engagement Action Team (SEAT)2015-2017<\/li>\n\n\n\n<li>Faculty member of the 2015 杏吧原创 United Way Campaign, since 2012<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<h4 id=\"some-recent-publications\" class=\"wp-block-heading\">Some Recent Publications<\/h4>\n\n\n\n<p><strong>Chapters in books<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>\u00ab Multimodal (self-)feedback to foster metacognition in a second language writing environment: the teacher\u2019s perspectives<em>\u00bb.<\/em> In <em>Revue Internationale M\u00e9thodal,<\/em> volume 3 \u201cMethodology of language teaching\/learning: towards pedagogical, didactic and linguistic excellence\u201d, (Fall, 2019).<\/li>\n\n\n\n<li>\u00ab\u00a0Tools to Enhance Second Language Writing Autonomy: Can we do things better? <em>\u00bb <\/em>In <em>Fostering autonomy in language learning <\/em>D. Gardner (Ed.), Gaziantep, Turkey: Zirve University, 2011. Chapter 6, pp. 64-76. <a href=\"http:\/\/ilac2010.zirve.edu.tr\/\">http:\/\/ilac2010.zirve.edu.tr<\/a><\/li>\n\n\n\n<li>\u00a0\u00ab\u00a0Le scripteur en langue seconde\u00a0: outils pour acqu\u00e9rir plus d\u2019autonomie d\u2019\u00e9criture <em>\u00bb<\/em>. Proceedings of the WEFLA 2010 Conference, University of Holguin, Cuba, 2010. Foreign Language Teaching, 01-07. <a href=\"http:\/\/www.wefla.org\/\">http:\/\/www.wefla.org<\/a>.<\/li>\n\n\n\n<li>\u00a0\u00ab\u00a0\u00c9tat du FLE\/S au Canada, en Belgique, en Suisse et en France\u00a0: l\u2019aspect institutionnel.<em>\u00a0\u00bb <\/em>In collaboration with Corinne Cordier-Gauthier. In <em>Le fran\u00e7ais langue seconde : un concept et des pratiques en \u00e9volution<\/em>. Mich\u00e8le Verdelhan, Editor, Louvain-la-Neuve\u00a0: De Boeck, 2008. pp. 29-45.<\/li>\n<\/ul>\n\n\n\n<p><strong>Some Papers presented (selection)<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Dion, C. \u201c<em>La d\u00e9claration d\u2019intention langagi\u00e8re comme moyen de responsabilisation en \u00e9criture\u201d. <\/em>WEFLA2019, part of the Symposium<em> \u201cComment op\u00e9rationnaliser la responsabilisation des \u00e9tudiants dans des programmes de langue\u00a0?\u201d<\/em> (C.Dion, F. L\u00e9ger, R. Guess, N. Sarma). Holguin, Cuba, April 26-29, 2019.<\/li>\n\n\n\n<li>Dion, C. &amp; R. Farzi. \u00ab<em>Designing L2 writing tasks that foster the development of metacognition in a second language university writing environment: reflections after a multimodal (self)feedback approach <\/em>\u00bb. 2<sup>nd<\/sup> M\u00e9thodal 2018 international conference on Language Learning Methodology Towards Pedagogical, Teaching and Linguistic Excellence. Thessaloniki, Greece, September 2-5, 2018<\/li>\n\n\n\n<li>Dion, C. &amp; R. Farzi. \u00ab\u00a0Multimodal feedback to foster metacognition in second language writing environment \u00bb In the Symposium \u00ab Automated corrective feedback on cohesion in advanced students\u00b4 writing \u00bb at EUROCALL 2017, Southampton, UK, August 23<sup>rd<\/sup>-26<sup>th<\/sup>, 2017<\/li>\n\n\n\n<li>Dion, C. \u00ab\u00a0<em>Second Language Writing Autonomy in University Writing Course: A Focused Journal Approach <\/em>\u00bb.\u00a018th world Congress of Applied Linguistics (AILA), Rio de Janeiro, Brazil , July 23rd-28th 2017<\/li>\n\n\n\n<li>Hamel, M., S\u00e9ror, J. &amp; Dion, C. \u00ab\u00a0Portraits of learners mediating with technology\u00bb. Paper presented at Symposium CCERBAL, University of Ottawa, 2014, Ottawa, April 24-25.<\/li>\n\n\n\n<li>Dion, C. \u00ab\u00a0Rire et humour dans l\u2019apprentissage d\u2019une langue seconde.\u00a0\u00bb Paper presented at the FLE Programme de formation continue 2015, UNAM (Universidad Nacional Autonoma de Mexico). Gatineau, June 26<sup>th<\/sup> &amp; June 29th.<\/li>\n\n\n\n<li>Hamel, M., S\u00e9ror, J. &amp; Dion, C. \u00ab\u00a0Video screen capture in the L2 writing class\u00a0: two teachers, two contexts of use\u00a0\u00bb. Paper presented at EuroCALL 2013, Evora, Portugal, September 10-14.<\/li>\n\n\n\n<li>S\u00e9ror, J. Hamel, M., &amp; Dion, C. \u00ab\u00a0Step by Step! Learning to Use the Screen Capture Technology in Second Language Writing Classrooms\u00a0\u00bb. Paper presented at CALL JALT 2013, Matsumoto, Japan, June.<\/li>\n\n\n\n<li>Hamel, M., S\u00e9ror, J. &amp; Dion, C. \u00ab\u00a0Video screen capture to scaffold the L2 writing processes &#8211; Teachers engaging with new technology\u00a0\u00bb. Paper presented at CALICO 2013, Hawaii, May.<\/li>\n\n\n\n<li>Dion, C. \u00ab\u00a0What if writing could improve speaking? Reflecting on the power of\u00a0 metacognition\u00a0 to \u2018rescue\u2019 stagnating plateaus as well as speed up overall SLA\u00a0\u00bb, 杏吧原创 University \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 School of Linguistics and Language Studies 7th annual\u00a0\u00a0Language and Communication\u00a0 Symposium 2013, Ottawa, April 16th-17th.<\/li>\n\n\n\n<li>Dion, C. \u00ab From \u2018moonlit\u2019 approximation to \u2018daylight awareness\u2019 to \u2018down-to-earth\u2019 progress: a spoonful of \u2018active\u2019 medicine in SL writing \u00bb, 杏吧原创 University School of Linguistics and Language Studies 6th annual Language and Communication Symposium, Ottawa, 2012, April 16th-17th.<\/li>\n\n\n\n<li>Dion, C. \u00abRire et humour dans l\u2019apprentissage d\u2019une langue seconde: consid\u00e9rations th\u00e9oriques sur une cohabitation cognitive complexe \u00bb <em>IXe Colloque de l\u2019Association pour le d\u00e9veloppement des recherches sur le Comique, le Rire et l\u2019Humour (CORHUM), <\/em>Universit\u00e9 de Saint-Quentin-En-Yvelines, France, 2011, October 12th-15th.<\/li>\n\n\n\n<li>Dion, C. \u00ab Journals as research tool for identifying success \u00bb. <em>Learner Autonomy Special Interest Group (LASIG) colloquium at the Annual International Association of Teachers of English as Foreign Language (IAETFL) Conference.<\/em> Brighton, United Kingdom, 2011, April 13<sup>th<\/sup> -16<sup>th,<\/sup>.<\/li>\n\n\n\n<li>Dion, C. \u00ab\u00a0Autonomy for Second language writer: tools to develop writing autonomy \u00bb. The 1st Zirve University International ELT Conference on Independent Learning. \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Gaziantep, 2011, Turkey, June 3rd-6th.<\/li>\n\n\n\n<li>Dion, C. \u00ab\u00a0Le scripteur en langue seconde\u00a0: outils pour acqu\u00e9rir plus d\u2019autonomie d\u2019\u00e9criture \u00bb, <em>VII Conferencia Internacional sobre Lenguas Extranjeras, Comunicaci\u00f3n y Cultura, WEFLA 2010<\/em>, Universidad de Holgu\u00edn, Cuba, April 23<sup>rd<\/sup>.<\/li>\n\n\n\n<li>Dion, C.\u00ab\u00a0Second language university writer\u2019s autonomy: consciousness-raising tools for taking charge of one\u2019s progress<em> \u00bb<\/em>. <em>Annual International Association of Teachers of English Foreign Language (IATEFL) Conference<\/em>. Cardiff, United Kingdom,2009, March 29th-April 4<sup>th<\/sup>.<em>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/em><\/li>\n\n\n\n<li>Dion, C. \u00abLaughter and Humour in Second-Language Acquisition: Neurological Facilitators or Cognitive Foes?<em> \u00bb<\/em> Annual Congress of the American Association of Applied Linguistic (AAAL), Washington, 2008, March 29<sup>th<\/sup>.<\/li>\n\n\n\n<li>Dion, C.<em>\u00ab\u00a0<\/em>Pr\u00e9sentation des r\u00e9sultats d\u2019une enqu\u00eate sur le rire et l\u2019humour en classe de langue seconde<em>\u00a0\u00bb. Symposium on Teacher training in second language.<\/em> Congress of the Humanities and Social Sciences Annual meeting of CAAL\/ACLA. Saskatoon, 2007, SA, June 2<sup>nd<\/sup>.<\/li>\n<\/ul>\n\n\n\n<h4 id=\"research-grants\" class=\"wp-block-heading\"><strong>Research Grants <\/strong><\/h4>\n\n\n\n<p>2012-2014&nbsp;&nbsp;&nbsp;&nbsp; \u201c Writers in action!: Modeling and Scaffolding FL2 Learners\u2019 Writing Process at the Computer \u201d. Collaboration with Dr Marie-Jos\u00e9e Hamel (PI) and Dr J\u00e9r\u00e9mie S\u00e9ror, (University of Ottawa, OLBI). Funded by Higher Education Quality Council of Ontario (HEQCO, # 11\/12-EOI-RFP-003-07, $69,500)<strong>. <\/strong><\/p>\n\n\n\n<h4 id=\"awards-honours\" class=\"wp-block-heading\"><strong>Awards\/Honours<\/strong><\/h4>\n\n\n\n<ul class=\"wp-block-list\">\n<li>2007 杏吧原创 Professional Achievement Award<\/li>\n\n\n\n<li>2005 Helen B. St-John Award, Ontario Modern Language Teachers Association (OMLTA)<\/li>\n\n\n\n<li>2004 Professional Achievement Award<\/li>\n\n\n\n<li>2003 Finalist for the Capital Educators Award<\/li>\n\n\n\n<li>1998 Professional Achievement Award<\/li>\n<\/ul>\n\n\n\n<p>&nbsp;<\/p>\n","protected":false},"author":410,"featured_media":6651,"template":"","meta":{"_acf_changed":false,"cu_people_first_name":"Chantal M.","cu_people_last_name":"Dion","cu_people_initials":"","footnotes":"","_links_to":"","_links_to_target":""},"cu_people_type":[40],"cu_people_expertise":[],"class_list":["post-317","cu_people","type-cu_people","status-publish","has-post-thumbnail","hentry","cu_people_type-professor-emeritus"],"acf":{"cu_people_job_title":"","cu_people_degree":"BA (philo- Sherbrooke); C.Sc. ed.(UQAH); MA Education (Ottawa), PHD (Montr\u00e9al)","cu_building":false,"cu_people_office_num":"","cu_people_pronoun":"none","cu_people_designation":"","cu_people_email":"chantal.dion@carleton.ca","cu_people_phone":"","cu_people_phone_ext":"","cu_people_linkedin":"","cu_people_bluesky":"","cu_people_twitter":"","cu_people_instagram":"","cu_people_facebook":"","cu_people_website":"","cu_people_orcid":""},"_links":{"self":[{"href":"https:\/\/carleton.ca\/french\/wp-json\/wp\/v2\/cu_people\/317","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/carleton.ca\/french\/wp-json\/wp\/v2\/cu_people"}],"about":[{"href":"https:\/\/carleton.ca\/french\/wp-json\/wp\/v2\/types\/cu_people"}],"author":[{"embeddable":true,"href":"https:\/\/carleton.ca\/french\/wp-json\/wp\/v2\/users\/410"}],"version-history":[{"count":3,"href":"https:\/\/carleton.ca\/french\/wp-json\/wp\/v2\/cu_people\/317\/revisions"}],"predecessor-version":[{"id":9082,"href":"https:\/\/carleton.ca\/french\/wp-json\/wp\/v2\/cu_people\/317\/revisions\/9082"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/carleton.ca\/french\/wp-json\/wp\/v2\/media\/6651"}],"wp:attachment":[{"href":"https:\/\/carleton.ca\/french\/wp-json\/wp\/v2\/media?parent=317"}],"wp:term":[{"taxonomy":"cu_people_type","embeddable":true,"href":"https:\/\/carleton.ca\/french\/wp-json\/wp\/v2\/cu_people_type?post=317"},{"taxonomy":"cu_people_expertise","embeddable":true,"href":"https:\/\/carleton.ca\/french\/wp-json\/wp\/v2\/cu_people_expertise?post=317"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}