Virginia M. Scott

Virginia M. Scott. (Ph.D. Emory), Full Professor of French. French language and literature; Applied Linguistics. Director of Undergraduate Studies in French. email

 

 

 

Education

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.

 

VMS Curriculum Vitae 2011

Professional Biography

Virginia Scott joined the Department of French & Italian at Vanderbilt University in 1988. She is currently serving as Director of Undergraduate Studies in French and coordinator of the French language program. Since coming to Vanderbilt she has been awarded several prizes for excellence in undergraduate teaching; this year she was presented with 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 the Standards for Foreign Language Learning in the 21st Century on college-level teaching and learning.

Research Interests

Second language development; bilingual studies; grammar; literature and the development of second language / second culture competence; approaches to classroom practice.

Selected Publications

Books
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.

Edited volumes
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.]

Selected articles
Scott, V. M. (2001). An applied linguist in the literature classroom. The French Review, 74, 538-549.

Scott, V. M. & Huntington, J. (2002). Reading culture: Using literature to develop C2 competence. Foreign Language Annals, 35, 622-631.

Scott, V. M. (2004). Cloze windows and aesthetic discoveries: Opening visions for teaching literature.  The  French Review, 78, 278-286.

Scott, V. M. (2004). AmeriQuests, et quoy plus. AmeriQuests Journal, Vanderbilt University Center for the Americas 1(1), 2004.

Scott, V. M. & Huntington, J. (2007). Literature, the interpretive mode, and novice learners. The Modern Language Journal, 91, 3-14.

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.

 

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