Kathyrn Murphy-Judy, PhD
Associate Professor of French
Director of LSEE (Liberal Studies for Early Elementary Education)
Foreign Language Coordinator
Associate Professor of French
Director of LSEE
Coordinator of Foreign Language
PhD, University of Minnesota 1986
MA, Colorado State University
BA, Colorado State University
Email - firstname.lastname@example.org
Phone - 804.827.3420
Fax - 804.828.0127
Office - Hibbs Hall, Room 238
900 Park Ave.
Richmond, VA 23220
Mailbox - Lafayette Hall
312 N. Shafer St.
Richmond, VA 23284-2021
Kathryn Murphy-Judy began her work in academe in French language and literature studies. Her dissertation focused on the Roman de Flamenca, a Provençal romance of the XIII Century. At the same time as she became more and more interested in how language and culture function to create meaning, she simultaneously discovered the intrigue of language learning and teaching: how people go from being ignorant of another language to being able to communicate effectively in new idioms. Upon completion of her dissertation, there were no jobs for medievalists. There were, however, increasing numbers of openings for PhD's with a background in second language acquisition, especially if it connected to new technologies. Since Dr. Murphy-Judy had been programming computers since high school, had created a concordance of the Roman de Flamenca...
Associate Professor of French Coordinator of Teacher Education for the College of Humanities and Sciences
Kathryn Murphy-Judy began her work in academe in language and literature studies. She was enthralled by philology, linguistics and medieval literature so she pursued a Ph.D. in medieval French, eventually moving into Old Provençal. Murphy-Judy's dissertation focused on the single work "Hailas" in the Roman de Flamenca, a Provençal romance of the XIII Century. She traced in semiotically through all its modes of forging meaning, exploring how its meanings were coded, disseminated and interpreted at that time.
“What was perhaps most interesting--besides the delightfully perverse story of a wrongfully imprisoned young wife freeing herself and her husband from the bonds of his jealousy through a deft use of ambiguity-- was discovering the volatility of an age at the cusp between orality and writing. That "moment charnière" resembles our current age as we pass from the modern to postmodern, from literacy to multi(im)mediacy.”
At the same time as she became more and more interested in how language and culture function to create meaning, she simultaneously discovered the intrigue of language learning: how do we humans go from being ignorant of a second language to being able to communicate effectively in new idioms. Her interest in learning about learning and teaching foreign languages has led Murphy-Judy to focus increasingly on how better to teach foreign languages. In particular, she focuses on methods of teaching (often related to better uses of computer assisted language learning) and creating a more seamless K-16 feedback loop: the better and the more languages are learned in elementary schools, the higher the levels go in secondary schools, the more proficient the learners arrive at VCU, the better we can prepare undergraduates to become teachers in K-12 schools (and, of course, for other purposes), and thus, the better and more languages are learned in elementary schools, etc., etc., etc.
Upon completion of her dissertation, there were no jobs for medievalists. There were, however, increasing numbers of openings for PhD's with a background in second language acquisition, especially if it connected to new technologies. Since Murphy-Judy had been programming computers since high school, had created a concordance of the Roman de Flamenca as part of her dissertation research, and in 1983 won a grant to compile a bibliography of all currently existing foreign language software, she was able to combine my interest and work in second language acquisition (SLA) with computer-assisted instruction (CAI), and technology-enhanced language learning (TELL).
In addition to being a teaching assistant and associate at Colorado State University and the University of Minnesota , Dr. Murphy-Judy has been a professor at the University of Arizona , the University of Saint Thomas (MN), and Carnegie Mellon University. She was also a lectrice at the Université de Pau et des pays de l'Adour. Murphy-Judy has led a group from Minnesota Studies in International Development to Morocco and had a Fulbright to write TELL policy for the Ministerio de Educación in Colombia , S.A.
Besides her dissertation, she has translated Paul Zumthor's Introduction à la poésie orale for the University of Minnesota Press . She conceived and edited, Nexus; The Convergence of Language Teaching and Research Using Technology for CALICO Monograph 4. She has numerous articles, reviews and book chapters, mainly on teaching, learning and technology. Murphy-Judy has also produced a large number of multimedia packages and websites that range from grammar and vocabulary modules, to the French stockmarket, to textbook supplements. She has also created with the late Chantal Cornuéjols a videodisk of comparative French and American advertising with a host of ancillary modules.
Currently, she is swamped with the creation of new Liberal Studies degree for Elementary School teachers, being Vice-President of the Faculty Senate with all its incumbent committees, working on a module for language learners to better understand the language learning process and to chart their own lifelong learning, helping with the VA DOE LinguaFolio initiative, and converting the hours of video from France, Canada and Colombia into usable learning modules.
Dr. Murphy-Judy belongs to CALICO (where she has been on the Executive Board until last year, 2004), AATF, and FLAVA, and when she can afford it, to ACTFL, MLA, and WIF. Locally, she belongs to the Accueil Français de Richmond. For the past 4 years, she has helped run FLEX, the Foreign Language Exchange of Richmond, a k-16 education network and clearinghouse in our area. She is also the Faculty Senate President for 2005-2006.
“I am most proud, however, of my two children, Ashnfara and Alejandra, both accomplished and thoughtful young people. They keep me centered and real and, it is my most fervent hope, respectful toward my students and colleagues