| " Batting the Pinata and Swallowing Camels": Teachers Learn to PBLA in the Absence of Dialogic Interaction Y Desyatova TESL Canada Journal 35 (2), 51-77, 2018 | 16 | 2018 |
| When inquiry is seen as resistance to change: Expert teachers’ experiences with the implementation of portfolio-based language assessment (PBLA) Y Desyatova Critical Inquiry in Language Studies 17 (1), 42-63, 2020 | 15 | 2020 |
| Comments from the chalkface margins: Teachers’ experiences with a language standard, Canadian Language Benchmarks Y Desyatova Canadian Journal of Applied Linguistics 23 (2), 193-219, 2020 | 7 | 2020 |
| Implementing innovation: Findings from diverse classrooms M Antony-Newman, Y Desyatova, A Ortiz, K Cho Activating Linguistic and Cultural Diversity in the Language Classroom, 141-175, 2022 | 3 | 2022 |
| Reforming Language Teaching through Learner Portfolio Assessment: The Complexity of Practitioners’ Experiences Y Desyatova University of Toronto (Canada), 2022 | 1 | 2022 |
| Implementing Task-Based Language Teaching in Belgium Y Desyatova TESL Ontario Contact Magazine 44 (3), 37-43, 2017 | 1 | 2017 |
| Examining Learner Autonomy in Portfolio-Based Language Assessment: Adult Student Experiences Y Desyatova, J Burton 2020 conference of the American Association for Applied Linguistics (AAAL), 2020 | | 2020 |
| Implementing portfolio-based language assessment (PBLA) in adult language teaching and learning in Canada: a sociocultural perspective Y Desyatova 2019 conference of the American Association for Applied Linguistics (AAAL), 2019 | | 2019 |
| IMPLEMENTING TASK-BASED LANGUAGE TEACHING IN BELGIUM: LESSONS FOR CANADA? Y Desyatova | | |
