Books and Monographs (*Peer Reviewed)
*LaScotte, D., & Tarone, E. (Eds.) (2024). Heteroglossia and language play in multilingual speech: Pedagogical and theoretical implications. De Gruyter Mouton. https://doi.org/10.1515/9783110787696
LaScotte, D., Meyers, C., & Tarone, E. (2023). Voice and mirroring in L2 pronunciation instruction. Equinox Publishing Ltd.
*LaScotte, D., Mathieu, C., & David, S. (Eds.) (2022). New perspectives on material mediation in language learner pedagogy. Springer. https://doi.org/10.1007/978-3-030-98116-7 [Reviewed in: Language and Education (2023); Porta Linguarum (2023), 40, 299-300.]
LaScotte, D., & Peters, B. (2021). Intercultural skills in action: An international student’s guide to college and university life in the U.S. University of Michigan Press. [Includes separate instructor's manual]
Peer-Reviewed Journal Articles
LaScotte, D., & Tarone, E. (2022). Channeling “voices” to improve L2 English intelligibility. The Modern Language Journal, 106(4), 744-763. https://doi.org/10.1111/modl.12812 [Recipient of the 2023 TESOL Award for Excellence in Research; recognized as “top downloaded article” in The Modern Language Journal for papers published between Jan. 2022 – Dec. 2022]
LaScotte, D., Meyers, C., & Tarone, E. (2021). Voice and mirroring in SLA: Top-down pedagogy for L2 pronunciation instruction. RELC Journal, 52(1), 144-154. https://doi.org/10.1177/0033688220953910
LaScotte, D. (2021). Nonnative English learners’ use and understanding of singular they. Language Awareness, 30(1), 84-94. https://doi.org/10.1080/09658416.2020.1869753
LaScotte, D. (2020). Leveraging listening texts in vocabulary acquisition for low-literate learners. TESL Canada Journal, 37(1), 76-89. https://doi.org/10.18806/tesl.v37i1.1330
LaScotte, D. (2019). Enacting voices: An analysis on the complexity, accuracy, and fluency of heteroglossic speech. Journal of Second Language Studies, 2(1), 45-70. https://doi.org/10.1075/jsls.17027.las
LaScotte, D., & Tarone, E. (2019). Heteroglossia and constructed dialogue in SLA. The Modern Language Journal, 103(S1), 95-112. https://doi.org/10.1111/modl.12533
LaScotte, D. (2018). Using writing as a scaffold to academic discussions in the foreign language classroom. English Teaching Forum, 56(4), 24-31.
LaScotte, D. (2018). Strategies, scaffolding, and social positioning in interaction. TESOL Journal, 9(2), 261-277. https://doi.org/10/1002/tesj.318
LaScotte, D. (2016). Singular they: An empirical study of generic pronoun use. American Speech, 91(1), 62-80. https://doi.org/10.1215/00031283-3509469
Invited Journal Articles
LaScotte, D., & Tarone, E. (2023, November). Improving English pronunciation with video role models. TESOL Connections. Retrievable from http://newsmanager.commpartners.com/tesolc/issues
LaScotte, D. (2023, July). Thinking out loud: Revisiting (and reexamining) ITA language policies. ITAIS Newsletter. Retrievable from http://newsmanager.commpartners.com/tesolitais/issues/
LaScotte, D. (2022). The “foreign TA problem” forty years on. The Modern Language Journal, 106(2), 470-482. https://doi.org/10.1111/modl.12784
LaScotte, D., & Tarone, E. (2018, March). Viewing variable voices in learner language through a heteroglossic lens. Applied Linguistics Forum. Retrievable from http://newsmanager.commpartners.com/tesolalis/issues/
Non-Peer-Reviewed Journal Articles
Gámez, L., LaScotte, D., Nelson, P., & Roubinek, N. (2022). Perspectives on immersion education and Minnesota’s school integration efforts. MinneTESOL Journal, 38(2). Retrievable from http://minnetesoljournal.org/
LaScotte, D. (2016). La convergence linguistique : L’influence du français parlé sur le français écrit chez l'apprenant étranger. Exploration Through Education. Retrievable from https://web.archive.org/web/20160910141331/https://explorationthrougheducation.com/2016/09/08/la-convergence-linguistique-linfluence-du-francais-parle-sur-le-francais-ecrit-chez-lapprenant-etranger/
LaScotte, D. (2016). Student anxiety in L2 oral assessment: Moving toward valid practice. MinneTESOL Journal, 32(1). Retrievable from http://minnetesoljournal.org/
LaScotte, D. (2015). Listening in context: Incorporating strategy instruction in L2 listening practice. MinneTESOL Journal, 31(1). Retrievable from http://minnetesoljournal.org/
Book Chapters (*Peer Reviewed)
*Tarone, E., & LaScotte, D. (2024). Introduction to heteroglossia and language play in multilingual speech. In D. LaScotte, & E. Tarone (Eds.), Heteroglossia and language play in multilingual speech: Pedagogical and theoretical implications (pp. 1-16). De Gruyter Mouton. https://doi.org/10.1515/9783110787696-001
*LaScotte, D., & King, K. (2024). Language play and social positioning in L2 narrative retells. In D. LaScotte, & E. Tarone (Eds.), Heteroglossia and language play in multilingual speech: Pedagogical and theoretical implications (pp. 137-159). De Gruyter Mouton. https://doi.org/10.1515/9783110787696-007
*LaScotte, D. (2022). L2 voices and materials as tools in pronunciation pedagogy. In D. LaScotte, C. Mathieu, & S. David (Eds.), New perspectives on material mediation in language learner pedagogy (pp. 267-286). Springer. https://doi.org/10.1007/978-3-030-98116-7_15
LaScotte, D., & Peters, B. (2021). Fostering intercultural learning experiences in the ESL/EFL classroom. In D. Banegas, G. Beacon, & M. Perez Berbain (Eds.), International perspectives on diversity in ELT (pp. 55-71). Palgrave Macmillan. https://doi.org/ 10.1007/978-3-030-74981-1_4
Technical Editing and Other Contributed Works
Project TRUST. (2017). Training for resiliency in urban students and teachers (2nd ed.) [A community partnership between SoLaHmo Partnership for Health and Wellness, Westside Community Health Services; College of Education and Human Development, and University of Minnesota Medical School Program in Health Disparities Research, University of Minnesota; and Minnesota Public Schools].
