Virginia M. Scott
Ph.D. (French / Applied Linguistics) Emory University, Atlanta, GA, 1987.
M.A. (French) Florida State University, Tallahassee, FL, 1975.
B.A. (French) Eckerd College, St. Petersburg, FL, 1973.
Virginia Scott joined the Department of French & Italian at Vanderbilt University in 1988. She is currently serving as coordinator of the French language program. Since coming to Vanderbilt she has served as Department Chair, Associate Provost, and Academic Director of the Center for Second Language Studies. Scott has been awarded several prizes for excellence in undergraduate teaching as well as the Thomas Jefferson Award for service to the university. She was named Chevalier dans l’Ordre des Palmes Académiques in 2004. In 2007 the Tennessee Foreign Language Teaching Association presented her with the Jacqueline Elliott Award for Outstanding Service. Her childhood in France, Denmark, Madagsascar, and Kenya set the stage for her interest in second language acquisition and foreign language pedagogy. Her current work involves dynamic models of multilingualism and the notion of the ”multi-competent second language learner.” She is also exploring the impact of critical language awareness on student identity and motivation in the classroom.
Second language development; bilingual studies; grammar; literature and the development of second language / second culture competence; language and identity; approaches to classroom practice.
Double Talk: Deconstructing Monolingualism in Classroom Second Language Learning (2010). Series on Theory and Practice in Classroom Second Language Instruction. Prentice Hall.
Rethinking Foreign Language Writing (1996). Heinle.
Principles and Practices of the Standards in College Foreign Language Education. (2009). AAUSC Issues in Language Program Direction. Heinle.
SLA and the Literature Classroom: Fostering Dialogues (2001). AAUSC Issues in Language Program Direction. Heinle. [Co-edited with Holly Tucker.]
Scott, V.M. , Wilson, C. & Hughes, T. (2017). Digital Tasks for Advanced Learners: The Case of La Princesse de Clèves. French Review, 90, 186-200.
Scott, V.M. & Hughes, T. (2017). From Consoles and Cubicles to Coding and Collaboration. In Kronenberg, F. (Ed.), From Language Lab to Language Center and Beyond: The Past, Present, and Future of Language Center Design. Auburn, AL: International Association for Language Learning Technology.
Scott, V. M. (2016). Multi-competence and language teaching. Cook, V. & Wei, L. (Eds.), Handbook of Multi-competence. Cambridge UP.
Scott, V. M., Dessein, E., Ledford, J., & Joseph-Gabriel, A. (2013). Language awareness in the French classroom. French Review, 86, 1160-1172. Powerpoints may be viewed on this page.
Scott V. M. & de la Fuente, M. (2008). What’s the problem? L2 learners’ use of the L1 during consciousness-raising form-focused tasks. The Modern Language Journal, 92, 100-113.
Scott, V. M. & Huntington, J. (2007). Literature, the interpretive mode, and novice learners. The Modern Language Journal, 91, 3-14.
Scott, V. M. (2004). AmeriQuests, et quoy plus. AmeriQuests Journal, Vanderbilt University Center for the Americas 1(1), 2004.
Scott, V. M. (2004). Cloze windows and aesthetic discoveries: Opening visions for teaching literature. The French Review, 78, 278-286.
Scott, V. M. & Huntington, J. (2002). Reading culture: Using literature to develop C2 competence. Foreign Language Annals, 35, 622-631.
Scott, V. M. (2001). An applied linguist in the literature classroom. The French Review, 74, 538-549.