Diane Pesco, PhD.SLP(C)
Associate Professor, Education
Diane Pesco joined the Department of Education (Child Studies Programs) in July 2008. Her research focuses on the conversational and narrative skills of children of diverse ability and from varied linguistic and cultural backgrounds. She is also interested in the role of socialization and instruction in the strengthening of such skills and in novel tools for their assessment.
Pesco has taught courses on language development, interventions designed for children with delays or difficulties acquiring language, and child development. She has also worked as a speech-language consultant in Montreal and nearby communities, working directly with children and collaborating with teachers and caregivers in supporting children’s oral language and early literacy.
Postdoctoral Fellow, University of Waterloo, Psychology
PhD McGill University, School of Communication Sciences & Disorders (Speech-Language Pathology)
MSc McGill University, School of Communication Sciences & Disorders (Speech-Language Pathology)
BA University of Massachusetts at Amherst, Women’s Studies
Associate Professor, Concordia University, 2014-present
Assistant Professor, Concordia University, 2008-2013
Lecturer, Université de Montreal, Ecole d’orthophonie; McGill University, First Nations and Inuit Education
Speech-Language Pathologist in schools and other agencies serving children
conversational and narrative skills of children of diverse ability and from varied linguistic and cultural backgrounds; the role of socialization and instruction in fostering these skills; and the relationship of oral language and literacy in childhood.
EDUC 211 Child Development
EDUC 490 Exceptional Child I
EDUC 491 Exceptional Child II
EDUC 402 Diversity Issues in Childhood
CHST 603 Seminar: Issues in Child Studies
CHST 612 Language Acquisition and Development
CHST 640 Language Matters
EDUC 808 Reporting Research
MacLeod, A. A. N., Meziane, S., & Pesco, D. (2020).Supporting dual language learning: A program for preschoolers from refugee backgrounds. In comparing the German and Canadian experiences of resettling refugees: A 21st century response, Canadian Diversity, 17(2), 32-36.
MacLeod, A. A. N., Meziane, S., & Pesco, D. (2020).Language abilities of children with refugee backgrounds: Insights from case studies. Applied Psycholinguistics.
Pesco, D., & Gagné, A. (2017). Scaffolding narrative skills: A meta-analysis of instruction in early childhood settings. Early Education and Development, 28, 773-793. doi:10.1080/10409289.2015.1060800
Pesco, D. & O'Neill, D. (2016). Assessing early language use by French-speaking children: Introducing the LUI-French. Canadian Journalof Speech-Language Pathology and Audiology, 40, 198-217.
Pesco, D., MacLeod, A. A. N., Kay-Raining Bird, E., Cleave,P., Trudeau, N., de Valenzuela, J., Cain, K., Marinova-Todd, S., Colozzo, P.,Stahl, H., Segers, E., & Verhoeven, L. (2016). A multi-site review ofpolicies affecting opportunities for children with developmental disabilities to become bilingual. Journal of Communication Disorders, 63, 15-31.doi:10.1016/j.jcomdis.2016.05.008
Segal, A. & Pesco, D. (2015). Narrative skills of youth with Down syndrome: Acomprehensive literature review. Journal of Developmental and Physical Disabilities, 27, 721-743. doi:10.1007/s10882-015-9441-5
Pesco, D., & *Devlin, C. (2015). The effects of explicit instruction on French-speaking kindergarteners’ understanding of stories. Child Language Teaching and Therapy, 31(2) 195–206. doi:10.1177/0265659014548518
McClintock, B., Pesco, D., & Martin-Chang, S. (2014).Thinking aloud: Effects on text comprehension by children with Specific Language Impairment and their peers. International Journal of Language and Communication Disorders, 49, 637–648.doi:10.1111/1460-6984.12081
Pesco, D. (2014). Working with Aboriginal children andfamilies: Cultural responsiveness and beyond. Canadian Journal of Speech-Language Pathology and Audiology, 38, 144-151. http://cjslpa.ca/files/2014_ CJSLPA_Vol_38/No_02/CJSLPA_Summer_2014_Vol_38_No_2_Paper_1_Pesco.pdf
Pesco, D., & O’Neill, D. (2012). Predicting languageoutcomes from early pragmatics assessed by the Language Use Inventory. Journal of Speech, Language, and Hearing Research, 55, 421-434.doi:10.1044/1092-4388(2011/10-0273)
Breton-Carbonneau, G., Cleghorn, A., Evans, R., & Pesco,D. (2012). Pedagogical and politicalencounters in linguistically and culturally diverse primary classrooms:Examples from Quebec, Canada and Gauteng, South Africa. Compare: A Journal of Comparative and International Education, 42, 373-391.doi:10.1080/03057925.2011.650870
Pesco, D. (2011). L’usage du langage chez les enfants etquelques outils pertinents. Fréquences, 21(3), 22-24. [review by editorialboard].
Pesco, D., & Crago, M. B. (2008). Language socializationin Canadian Aboriginal communities. In P. Duff & N. Hornberger (Eds.), Encyclopedia of Language and Education Vol. 8 (pp. 273-284). New York:Springer.
Allen, S. E. M., Crago, M. B., & Pesco, D. (2006). Theeffect of majority language exposure on minority language skills: The case of Inuktitut. International Journal of Bilingual Education & Bilingualism, 9,578-596. doi:10.2167/beb381.0
Crago, M. B., Allen, S. E. M, & Pesco, D. (1998). Issuesof complexity in Inuktitut and English child-directed speech. In E.V. Clark(Ed.), Proceedings of the Twenty-Ninth Annual Child Language Research Forum (pp. 37-46). Stanford, CA: Center for the Study of Language and Information.
Crago, M. B., Eriks-Brophy, A., Pesco, D., & McAlpine,L. (1997). Culturally-based miscommunication in classroom interaction. Language, Speech, & Hearing Services in the Schools, 28, 245-254. doi:10.1044/0161-1461.2803.245
Pesco, D., & Crago, M. B. (1996). "We went home,told the whole story to our friends": Narratives by children in an Algonquin community. Journal of Narrative and Life History, 6, 293-321 (journal continued as Narrative Inquiry) doi:10.1075/jnlh.6.4.01wew