Victoria Hasko's Academic Website

Welcome! Добро Пожаловать! Willkommen! ¡Bienvenidos!


 Hello and welcome to my virtual niche!

I am Associate Professor of TESOL and World Language Education in the Department of Language and Literacy Education at the University of Georgia, Athens, GA. My life trajectory, family, and everyday environment are inherently multilingual and multicultural, which makes me appreciate holistic and ecological perspectives associated with the study of language acquisition and pedagogy, bilingualism, culture studies, and language policy. Accordingly, I study the dynamics of language development as it interrelates with students’ learning histories and sociocultural milieus and have recently explored such topics as acquisition of motion structures, expressive morphology, identity repertoire, affective talk, and expression of culturally-mediated concepts by second, foreign, and heritage language learners. Currently, my particular interest is in computer-assisted language education and the affordances that it creates for fostering learner self-expression, inquiry-based learning, democracy in language classrooms, and global citizenship.

My academic credentials:

Ph.D. (2007) in Applied Linguistics. Pennsylvania State University, State College, PA.

M.A. (2002) in TESOL. American University, Washington, DC.

B.A. (2000) in English, emphasis in Creative Writing. Bemidji State University, MN.


My news:

My new web resource on Telecollaboration for World Language Education has been launched! Please visit, explore, use, share, and contribute!

Visit the Blog page for all of my news.










Books co-edited:

Hasko, V., & Perelmutter, R. (eds.) (2010). New Approaches to Slavic Verbs of Motion. Amsterdam/Philadelphia: John Benjamins.


Book chapters:

Hasko, V. (2012). Qualitative Corpus Analysis. In The Encyclopedia of Applied Linguistics, Carol A. Chapelle (ed.). Malden, MA: Wiley-Blackwell.


Hasko, V., Colomer, S. (2011). Foreign language teacher technology education: Social networking sites as a resource. Breaking the Mold of Preserviceand Inservice Teacher Education, Andrea Honigsfeld and Audrey Cohan (eds.). Lanham, MD: Rowman & Littlefield Publishers.


Hasko, V. (2010). Unidirectional and multidirectional motion events in the speech of L2 learners of Russian. In Linguistic Relativity in L2 Acquisition: Evidence of L1 Thinking for Speaking, Han ZhaoHong & Teresa Cadierno (eds.), 34-58. Clevedon: Multilingual Matters.


Hasko, V. (2010). Motion domains in Russian and English: Corpus-based analysis. In Victoria Hasko & Renee Perelmutter (eds.) New Approaches to Slavic Verbs of Motion, 197-224. Amsterdam/ Philadelphia: John Benjamins.


Hasko, V., & Perelmutter, R. (2010). Verbs of motion in Slavic languages: Paths for exploration. In Victoria Hasko & Renee Perelmutter (eds.) New Approaches to Slavic Verbs of Motion, 1-14. Amsterdam/Philadelphia: John Benjamins.


Hasko [Driagina], V. (2007). Conceptual fluency: A new approach to the study of foreign language proficiency. In Communicative Aspects of Modern Linguistics and Foreign Language Teaching Methodology, V. P. Danilova (ed.), 328-335. Volgograd: Volgograd Scientific Press.


Hasko [Driagina], V., & Pavlenko, A. (2007). Identity repertoires in narratives of advanced American learners of Russian. In Language Learning and Teaching as Social Interaction, Z. Hua, P. Seedhouse, L.Wei, & V. Cook (eds.), 103-125. New York: Palgrave Macmillan.


Journal articles:

Hasko, V. (Ed.). (forthcoming 2013). Advances in Qualitative Learners Corpus Analysis Research. Special issue of The International Journal of Corpus Linguistic.

Hasko, V. (forthcoming 2013). Capturing the Dynamics of L2 Development via Learner Corpus Research: A Very Long Engagement. The Modern Language Journal.

Hasko, V., & Meunier, F. (eds.). (forthcoming 2013). Capturing L2 Development through Learner Corpus Analysis. Special issue of The Modern Language Journal.

Hasko, V. (2010). Diminutives in spontaneous narration by American learners of Russian.  Slavic and East European Journal, 54(1), 32-53.


Hasko, V. (ed.). (2009). Teaching and Learning Russian Verbs of Motion.  Special Forum Issue of The Slavic and East European Journal, 53(4).


Hasko, V. (2009).  Introduction: Empirical investigations into acquisitional and pedagogical issues associated with Russian verbs of motion. Slavic and East European Journal, 53(4), 352-359.


Hasko, V. (2009). The locus of difficulties in the acquisition of Russian verbs of motion by highly proficient learners. Slavic and East European Journal, 53(4), 360-385.


Hasko, V. (2009). Heritage language education in the U.S.: State of the field. Learning Languages, 14(2), 20-24.


Pavlenko, A., & Hasko [Driagina], V. (2007). Russian emotion vocabulary in American learners’ narratives. The Modern Language Journal, 91(2), 213-234.


Book reviews:

Hasko, V. (2009). Review of Zheng, X., & Davison, C. Changing pedagogy: Analysing ELT teachers in China. New York: Continuum Press. The Modern Language Journal, 93(3), 459-460.


Hasko, V. (2008). Review of Offord, D. & Golitsyna, N. (2005). Using Russian: A Guide to Contemporary Usage. Cambridge: Cambridge University Press, 487 pgs. Critical Inquiry in Language Studies, 5(1), 68-72.


Instructional materials:

Hasko, V. (2011). Advancing in Russian through Narration: Corpus-Based Materials for Advanced-Level Learners. CD-ROM. University Park, PA: CALPER Press.


Pavlenko, A., & Hasko [Driagina], V. (2008). Narrative and Conceptual Proficiency in Russian. CD-ROM. University Park, PA: CALPER Press.


Online Report:

Hasko, V. (Nov, 2009). Challenges and strides in heritage language education. Language Resource Newsletter. National Capital Language Resource Center: Washington, D.C.



Convention Papers

Hasko, V. (January 2012).  Telecollaborative Webcasting for Increased Content and Linguistic Knowledge. Invited panel on Geographies: Surveying the Virtual Spaces of Language Learning and Discourse. American Association of Teachers of Slavic and East European Languages (AATSEEL). Seattle, WA.


Hasko, V. (May 2011). Examining the Dynamics of a Telecollaborative Project Management Lifecycle. Panel on Ensuring Successful Implementation of Telecollaboration: Issues of Design, Management, Maintenance, and Evaluation. Computer Assisted Language Instruction Consortium (CALICO). Victoria, B.C.


Hasko, V. (March 2011). Achieving Linguistic, Cultural, and Discipline-Specific Content Learning Through Telecollaborative Webcasting. Colloquium on Advances in Telecollaborative Practices for Foreign Language Learning and Teaching: Sharing Experiences, Insights, and Visions for the Future. American Association for Applied Linguistics (AAAL), Chicago, IL.


Hasko, V. (2010, February). Diminutivization in storytelling by heritage Russian language speakers. 1st International Conference on Heritage/Community Languages. UCLA, CA.


Hasko, V. (2010, March). Expressive suffixation in narratives of heritage speakers and L2 learners of Russian. AAAL. Atlanta, GA.


Hasko, V., Thomason, O. (2009, December). Promoting narrative skills in L2 Russian through Digital Storytelling: An instructional experiment. American Association of Teachers of Slavic and East European Languages (AATSEEL). Philadelphia, PA.


Hasko, V., Restivo, A. (2009, October). Preparing teachers of Spanish as a heritage language: A drama-based approach. 1st Triennial Conference on Latino Education and Immigrant Integration. Athens, GA.


Hasko, V. (2009, April). Challenges in heritage language education in Georgia. Southeastern Conference on Linguistics (SECOL). New Orleans, LA.


Hasko, V. (2008, November). Creating corpus materials for foreign language teachers and learners. American Council on the Teaching of Foreign Languages (ACTFL). Orlando, FL.


Hasko, V. (2008, March). Exploring conceptual fluency through learner corpora. CALICO. San Francisco, CA.

Hasko, V. (2008, April). Using learner language as a resource. AAAL. Washington, DC.

Driagina, V. (2007, November). Acquisitional profile of motion talk by L2 learners of Russian. American Association for Advancement of Slavic Studies (AAASS). New Orleans, LA.


Hasko [Driagina], V. (2007, July). How SLA research can inform FL methodology: The case of Russian motion talk.  Faculty and Graduate Student Symposium. Davis School of Russian, Middlebury College, VT.


Pavlenko, A., &  Hasko [Driagina], V. (2007, May). Paper glasses and suspended jumps: Learning to think for speaking in a L2.  6th International Symposium on Bilingualism. Hamburg (ISB6), Germany.


Hasko [Driagina], V. (2007, April). Verbs of motion in the narratives of L2 learners of Russian. AAAL. Costa Mesa, CA.


Hasko [Driagina], V. (2006, December). Descriptions of motion events by advanced learners of Russian. AATSEEL. Philadelphia, PA.


Hasko [Driagina], V. (2006, November). How does the frog move in English and Russian? Linguistics and Applied Language Studies Roundtable, Pennsylvania State University.


Hasko [Driagina], V. (2006, May). Conceptual proficiency of late bilinguals in immersion programs. Language Acquisition and Bilingualism Conference. Toronto, ON.


Hasko [Driagina], V. (2006, April). Materials development for teaching narrative and conceptual proficiency. Linguistics and Applied Language Studies Roundtable, Pennsylvania State University.


Hasko [Driagina], V. (2005, December). The role of conceptual fluency in advanced proficiency attainment. AATSEEL. Washington, DC.


Hasko [Driagina], V. (2005, March). Teachability of conceptual fluency. Georgetown University Round Table (GURT). Washington, DC.


Pavlenko, A., & Hasko [Driagina], V. (2005, March). Corpus-based narrative approach to the study of bilingual mental lexicon. 5th International Symposium on Bilingualism (ISB5). Barcelona, Spain.


Hasko [Driagina], V., & Vyakina, N. (2004, December). Elicited narrative as a mediated task. AATSEEL. Philadelphia, PA.


Vyatkina, N., & Hasko [Driagina], V. (2004, October). Off task, but on activity. Second Language Research Forum (SLRF), University Park, PA.


Hasko [Driagina], V. (2002, October). The role of explicit explanation in L2 instruction. Virginia Teachers of English and Speakers of Other Languages (VATESOL), Annandale, VA.


         Invited Talks       

Hasko, V. (2011, March). Investigating a shift to L2 Thinking-for-Speaking patterns. University of Massachusetts-Boston, Department of Applied Linguistics, Boston, MA.

Hasko, V. (2011, February). Studying effects of linguistic relativity on second language learning. Loyola University School of Education, Chicago, IL.

Hasko, V. (2009, November). Encoding of motion events in a second language: A corpus-based study.  Distinguished Guest Series, CIBER Language and Linguistics Series, Temple University, PA.


Driagina, V. (2007, July). Corpus-based Investigation of L2 acquisition in an environment

of immersion. Davis School of Russian, Middlebury College, Middlebury, VT.


Driagina, V. (2007, February). Tracing learner development through corpora.  Department of Language and Literacy Education, University of Georgia. Athens, GA.


Driagina, V. (2007, February). Cross-linguistic adventures of Mr. Bean and a frog: motion narratives in L2 Russian. Department of Germanic and Slavic Studies, University of Waterloo. Waterloo, ON.


Driagina, V. (2007, February). Computer-assisted approaches to L2 teaching and research. Department of Foreign Languages, Southern Connecticut State University, New Haven, CT.


Driagina, V. (2007, February). Motion verbs in the speech of L2 learners of Russian: A corpus-based investigation. Department of Slavic and Eastern European Languages and Literatures, Ohio State University. Columbus, OH.


Driagina, V. (2006, November). Corpus-based approach to the study of L2 Russian motion talk. Graduate School of Education, University of Pennsylvania.


Driagina, V. (2006, June). The mysterious Russian Far East.  Kathryn Wasserman Davis School of Russian, Middlebury College, VT.








Academic and professional positions held

2007–present     Assistant Professor, TESOL and World Language Education, Department of Language and Literacy Education, University of Georgia.

Additionally affiliated with Germanic and Slavic Studies and Linguistics, University of Georgia.


2003–2006         Research Assistant, Center for Advanced Language Proficiency Education and Research, Pennsylvania State University. Project on Narrative and Conceptual Proficiency in Advanced Russian. PI Dr. Aneta Pavlenko.


Summers 2003– 2005 Instructor of Russian, Summer Language Schools,

Davis School of Russian, Middlebury College, Middlebury, VT.


Fall 2002              Instructor of English as a Second Language, Northern Virginia Community College, Annandale, VA.


Fall 2002              Instructor of Russian, Language and Foreign Studies, American University, Washington, DC.


Spring 2001- Fall 2002      Instructor of English as a Second Language, City Gate Adult

Literacy Program, Washington, D.C.


Fall 2000              Lead Instructor, English as a Foreign Language Program, Far Eastern Institute of Foreign Languages, Khabarovsk, Russia.



Courses taught

University of Georgia, Department of Language and Literacy Education

LLED 8045 & 7045 Bilingualism and Cognition

The course examined recent research on the dynamics of bilingual development and cognition in adults and children and the ensuing consequences for language education and educational policy.


LLED 5560     Student Teaching in Foreign Language Education, Grades P-12

Student teaching in a public school under supervision of a faculty member.


LLED 5560     Internship in Foreign Language Education, Grades P-12

Supervised foreign language internship in a public school for teachers employed with a provisional certificate.


LLED 7045   Heritage Language Education in Georgia

Spring 2009

The seminar examines (the need for) heritage language education in Georgia and relevant emergent practices, theory, and scholarship.


LLED 4531   Foreign Language Curriculum and Methods, Grades 7-12

The course offers an overview of current theoretical and methodological issues relevant to foreign language educators. Course materials and activities help prepare pre- service teachers for student teaching and for subsequent work as effective secondary-level practitioners in the field of language education.


LLED 8050  Computer Assisted Language Learning

The course examines theoretical and pedagogical implications of computer-assisted communication and multimedia in a wide array of language education contexts.


University of Georgia, Collaborative Instructional Projects with the Russian Program

RUSS 3001     Instructor, Project Director, Telecollaborative UGA- OHI, Russia Webcasting Initiative, Intermediate Conversation and Composition (Sponsored by NEH; UGA CTL)


RUSS 3002     Assistant Instructor, Project Director, Digital Storytelling Initiative, Intermediate Conversation and Composition


Pennsylvania State University, PA

APLNG 597F  Assistant Instructor (with Dr. James Lantolf), Metaphor and Gesture-Speech Interaction in L2 Learning, Spring 2007


Middlebury College, VT

RU3202-3205  Basic Intermediate Russian, Summer 2005

RU3102-3105  Advanced Russian, Summer 2004

RU3398-3401  Introductory Russian, Summer 2003


American University, Washington, DC

RUSS-144       Elementary Russian, Fall 2002


Northern Virginia Community College, VA

ESL 7              English as a Second Language: Oral Communication, Fall 2002


Far Eastern Institute of Foreign Languages, Khabarovsk, Russia

EFL                  Grammar, Conversation and Composition, Pronunciation, Fall 2000








Instructional Projects

Fall 2011      Project Co-Director (with Dr. Melinda Dooly); Telecollaborative Teacher Education Project  between UGA (LLED4531) and Universitat Autònoma de Barcelona, Barcelona, Spain.


Fall 2010-Spring 2011    Project Co-Director (with Dr. Valentina Ikonnikova), Bilingual Telecollaboration in Humanities Content Area Learning between UGA (RUSS 3001)and Одинцовский Гуманитарный Институт, Russia.  (Sponsored by NEH; UGA CTL).


Fall 2009    Project Co-Director (with Dr. Valentina Ikonnikova), Telecollaborative Webcasting for L2 learning between UGA (RUSS 3001) and Одинцовский Гуманитарный Институт, Russia.  (Sponsored by NEH; UGA CTL).



Spring 2009     Project Co-Director (with Dr. Olga Thomason), Digital Storytelling Initiative, Intermediate Conversation and Composition (RUSS 3002).


2010-2011          PI. Dynamics of Linguistic Influence on Thought review in Late Bilinguals. OVPR. $10,000.


2010-2014          Project Co-Director. Figurative Language, Conceptual Fluency and L2 Proficiency. DoE Language Resource Center Award to CALPER (Center for Advanced Language Proficiency Education and Research), Pennsylvania State University. PI Dr. James Lantolf. Total grant amount $1,286,000.


2010-2011          PI. Telecollaborative Webcasting: Strengthening Acquisition of Humanities Content Knowledge through Foreign Language Education, Digital Humanities Start-Up Grant, National Endowment for Humanities. $50,000.


2010-2012          PI. Audio-Video Technology for Increased Communicative and Cultural Competence in Foreign Languages. Committee for Academic and Instructional Technologies, University of Georgia. Co-PI Dr. Margaret Quesada. $15,408.


2008-2010          PI. Narrative Inquiry for Heritage and Foreign Language Acquisition Research, Wilson Center Research Fellowship, $11,516.


2008-2009          PI. Contrastive Study of Language Acquisition in Heritage Language Learners and Foreign Language Learners, Early Career Development Grant, College of Education, University of Georgia, $6,000.


2008-2009          PI. Online Social Networking for Increased Foreign Language Competence, Junior Faculty Research Grant, Office of the Vice President for Research, University of Georgia. Co-PI Dr. Keith Langston. $6,680.


2008-2009          PI. Providing Access to Language Education Careers for Georgia Heritage Speakers, Scholarship of Engagement Grant, Office of the Vice President for Public Service and Outreach, University of Georgia. $5,000.


2007                     Gil Watz Award for Outstanding Graduate Students in Applied Linguistics, Pennsylvania State University.


2006-2007          Robert L. Baker Summer Research Fellowship for Second Language Acquisition in an Environment of Immersion, Middlebury College Language Schools, VT.


2006                     Research and Graduate Studies Office (RGSO) Dissertation Support Grant, Pennsylvania State University.








For academic inquiries only:

E-mail: vhasko at uga dot edu

Snail mail address:
125 Aderhold Hall
Department of Language and Literacy Education
College of Education
University of Georgia
Athens, GA 30602 USA

Tel. (706) 542-4525

Fax (706) 542-4509








If you are interested in the innovative practice of telecollaboration for purposes of teaching and learning World Languages, please visit my newly launched, academic 2.0 web resource! It was created to facilitate world language education by offering free access to resources on the educational practice of “telecollaboration” and to audio-video materials in Russian and English created by university students for peer audiences and ripe for linguistic, cultural, and academic exploration. If you are looking for a partner, would like to share your project or publication and post it on the website, you can send your information over to telecollaborator AT