John Hellermann
Biographic Data
| ID | 746576 |
|---|---|
| NAME | John Hellermann |
| GIVEN NAMES | John |
| FAMILY NAME | Hellermann |
| SIGNATURE | HELLERMANN J |
| AFFILIATIONS | Portland State University |
| ORCID | 0000-0002-0381-2210 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 81 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Conversation Analysis and Language Acquisition
Researchers interested in language in use have used methods from ethnomethodological (EM) conversation analysis (CA) to show convincing evidence for the process of learning as it happens in a turn‐by‐turn manner in sequences of talk (e.g., Garfinkel, Lynch, & Livingston, 1981; Macbeth, 1994; papers in Markee & Kasper, 2004). Recently, theoretical and practical concerns have motivated researchers using CA to consider the possibilities of observing…
Forging common ground in second language acquisition and teaching: A combined synergy statement
In this final article in this guest‐edited issue on synergies in second language acquisition and teaching (SLA/T), we attempt to bring together the main content of this issue in an overall, combined synergy statement, concluding this project as a whole. Let us remind readers of the project: A shared effort by 17 scholars taking 11 different perspectives on SLA/T is not the norm in our field. Our aim has been to promote the intermingling and cross…
Language, people, classrooms, world: Blending disparate theories for united language education practices
With a forward‐looking and problem‐solving mindset, this article aims to combine theoretical knowledge and empirical evidence from different schools of thought in the field of second language (L2) learning and teaching—namely, instructed second language acquisition, generative linguistics, and an ecological perspective that includes multiple frameworks. Acknowledging numerous fundamental differences in our theoretical and methodological perspecti…
Welcoming Historically Under-Represented Groups in Higher Education Through Awareness of Standard English Ideology
In the context of changing demographics at regional universities (including our own), we highlight an ongoing project at our university that addresses the last area of acceptable bias in English-medium higher education: bias against speakers of other languages and non-standard dialects of English. We discuss the hegemonic aspect of the Standard Academic English used by default at most US institutions of higher education and its role in potential …
Collaborative Mobilizations of Interbodied Communication for Cooperative Action
Drawing on usage‐based approaches to the study of language learning—including recent research on mobility in interaction, embodied approaches to cognition and communicative action, and innovations in place‐based language learning in the wild—this article uses methods from ethnomethodological conversation analysis to investigate video recordings of 3 English language learners playing an augmented reality game that advocated for environmental stewa…
Rewilding Language Education: Emergent Assemblages and Entangled Actions
Integrating concepts and techniques from ethnomethodology and sociomaterialism, this article investigates the observable material processes involving human action and place‐based contexts of language use enabled by locative media. The focal pedagogical intervention utilized mobile augmented reality (AR) activities, the development of which was inspired by research on learning ‘in the wild.’ Applying the principle of reverse engineering, we introd…
Localized Globalization: Directives in Augmented Reality Game Interaction
In what has been termed the global era, individuals from diverse linguistic and cultural backgrounds frequently participate in joint activities that require intercultural communication. Concomitantly, research on communication in contexts involving mobile technologies is nascent, and investigations addressing pragmatics in particular are few. In this article, we examine place‐based mobile augmented reality (AR) apps, which have been shown to prov…
Changing practices for connected discourse: Starting and developing topics in conversation
Managing language issue in second language storytelling
Mobile Augmented Reality and Language‐Related Episodes
Applications of locative media (e.g., place‐based mobile augmented reality [ AR ]) are used in various educational content areas and have been shown to provide learners with valuable opportunities for investigation‐based learning, location‐situated social and collaborative interaction, and embodied experience of place (Squire, 2009; Thorne & Hellermann, 2017; Zheng et al., 2018). Mobile locative media applications’ value for language learning, ho…
Talking About Reading: Changing Practices for a Literacy Event
Although generally studied as a psycholinguistic decoding process, reading can also be studied as a social practice. This chapter presents an analysis of one English language learner’s interactions in literacy events over nine months in a classroom. The participant, “Li”, had little experience with schooling or literacy in any language. The literacy events were opportunities for students to talk with one another about books they had just read. Th…
Three Contexts for My Work as Co-Editor: Introduction to the Special Issue
Journal Article Three Contexts for My Work as Co-Editor: Introduction to the Special Issue Get access John Hellermann John Hellermann Department of Applied Linguistics, Portland State University Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 36, Issue 4, September 2015, Pages 419–424, https://doi.org/10.1093/applin/amv043 Published: 08 September 2015
Members and their competencies: Contributions of ethnomethodological conversation analysis to a multilingual turn in second language acquisition
Tracing Developmental Changes Through Conversation Analysis: Cross-Sectional and Longitudinal Analysis
The descriptive focus of conversation analysis (CA) has not been considered optimal for second language (L2) acquisition research. Recently, however, some CA researchers have addressed the developmental agenda by examining longitudinal data (e.g., Brouwer & Wagner, 2004; Ishida, 2009; Markee, 2008; Pekarek-Doehler, 2010). The present article offers conceptual rationale and analytic demonstrations as to how CA's descriptive analyses contribute to …
Socio-Interactive Practices and Personality in Adult Learners of English With Little Formal Education
Drawing on a large corpus of video-recorded classroom data, the goal of this study was to understand the processes and mechanisms associated with learning in individuals who have had little education in their home countries. In order to accomplish this goal, we measured the socio-interactive behaviors and the expression of personality behaviors in learners who attended classes to learn English as a second language, and we analyzed the relationshi…
L2 Interactional Competence and Development
This unique volume draws on the theoretical framework and methodological tools of conversation analysis to examine interactional competence and its development as it occurs in a range of interactional practices, from a variety of contexts, and in a variety of second languages.
Colloquium – Toward a Reconceptualization of ‘Language’ and ‘Acquisition’ in SLA Research
Held at the American Association for Applied Linguistics Annual Conference, Denver, CO, USA; 21 March 2009. This all-day colloquium was part of an ongoing discussion of ways that methods and frameworks from micro-ethnography, Conversation Analysis (CA), and Vygotskian Sociocultural Theory are re-specifying ‘language’ and ‘acquisition’ from a socio-interactional view of SLA
Practices for Social Interaction in the Language-Learning Classroom: Disengagements from Dyadic Task Interaction
Using conversation analysis and situated learning theory, in this paper we analyze the peer dyadic interactions of one adult learner of English in class periods 16 months apart. The analyses in the paper present microgenetic and longitudinal perspectives on the learner's increasing participation in his classroom communities of practice. The focus of the analyses is on the language practices for a social action that is not taught explicitly by the…
Social Actions for Classroom Language Learning
Using sociocultural approaches to research on language learning and an extensive corpus of classroom videos made over four years, the book documents language learning as an epiphenomenon of peer face-to-face interaction. The book uses methods from conversation analysis with longitudinal data to document practices for interaction between learners.
Language which is not taught: The discourse marker use of beginning adult learners of English
Classroom Interactive Practices for Developing L2 Literacy: A Microethnographic Study of Two Beginning Adult Learners of English
Journal Article Classroom Interactive Practices for Developing L2 Literacy: A Microethnographic Study of Two Beginning Adult Learners of English Get access John Hellermann John Hellermann Portland State University Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 27, Issue 3, September 2006, Pages 377–404, https://doi.org/10.1093/applin/ami052 Published: 01 September 2006 Article history Accepted…
Syntactic and Prosodic Practices for Cohesion in Series of Three-Part Sequences in Classroom Talk
Starting from the perspective that social order is locally coconstructed through talk-in-interaction, in this article, I investigate sequential, syntactic, and prosodic practices as locally instantiated interactive resources in the coconstruction of cohesive series of consecutive 3-part sequences of talk. Methods for analysis are drawn from conversation analysis and acoustic phonetics to present a holistic account of syntactic, prosodic, and writ…
The sequential and prosodic co-construction of a 'quiz game' activity in classroom talk
The interactive work of prosody in the IRF exchange: Teacher repetition in feedback moves
This article examines the interactive import of prosody from a perspective of participants' orientation to talk in interaction, taking advantage of data from institutional discourse to focus on the prosodic packaging of recurring turn sequences of the same discourse activity. The analysis focuses on the third slot of a ubiquitous three-part classroom discourse sequence, the IRF exchange (Sinclair & Coulthard 1975), a site in which teachers make r…
Language which is not taught: The discourse marker use of beginning adult learners of English
The interactive work of prosody in the IRF exchange: Teacher repetition in feedback moves
This article examines the interactive import of prosody from a perspective of participants' orientation to talk in interaction, taking advantage of data from institutional discourse to focus on the prosodic packaging of recurring turn sequences of the same discourse activity. The analysis focuses on the third slot of a ubiquitous three-part classroom discourse sequence, the IRF exchange (Sinclair & Coulthard 1975), a site in which teachers make r…
Tracing Developmental Changes Through Conversation Analysis: Cross-Sectional and Longitudinal Analysis
The descriptive focus of conversation analysis (CA) has not been considered optimal for second language (L2) acquisition research. Recently, however, some CA researchers have addressed the developmental agenda by examining longitudinal data (e.g., Brouwer & Wagner, 2004; Ishida, 2009; Markee, 2008; Pekarek-Doehler, 2010). The present article offers conceptual rationale and analytic demonstrations as to how CA's descriptive analyses contribute to …
Syntactic and Prosodic Practices for Cohesion in Series of Three-Part Sequences in Classroom Talk
Starting from the perspective that social order is locally coconstructed through talk-in-interaction, in this article, I investigate sequential, syntactic, and prosodic practices as locally instantiated interactive resources in the coconstruction of cohesive series of consecutive 3-part sequences of talk. Methods for analysis are drawn from conversation analysis and acoustic phonetics to present a holistic account of syntactic, prosodic, and writ…
The sequential and prosodic co-construction of a 'quiz game' activity in classroom talk
Changing practices for connected discourse: Starting and developing topics in conversation
Members and their competencies: Contributions of ethnomethodological conversation analysis to a multilingual turn in second language acquisition
Managing language issue in second language storytelling
Mobile Augmented Reality and Language‐Related Episodes
Applications of locative media (e.g., place‐based mobile augmented reality [ AR ]) are used in various educational content areas and have been shown to provide learners with valuable opportunities for investigation‐based learning, location‐situated social and collaborative interaction, and embodied experience of place (Squire, 2009; Thorne & Hellermann, 2017; Zheng et al., 2018). Mobile locative media applications’ value for language learning, ho…
Localized Globalization: Directives in Augmented Reality Game Interaction
In what has been termed the global era, individuals from diverse linguistic and cultural backgrounds frequently participate in joint activities that require intercultural communication. Concomitantly, research on communication in contexts involving mobile technologies is nascent, and investigations addressing pragmatics in particular are few. In this article, we examine place‐based mobile augmented reality (AR) apps, which have been shown to prov…
Socio-Interactive Practices and Personality in Adult Learners of English With Little Formal Education
Drawing on a large corpus of video-recorded classroom data, the goal of this study was to understand the processes and mechanisms associated with learning in individuals who have had little education in their home countries. In order to accomplish this goal, we measured the socio-interactive behaviors and the expression of personality behaviors in learners who attended classes to learn English as a second language, and we analyzed the relationshi…
The interactive work of prosody in the IRF exchange: Teacher repetition in feedback moves
This article examines the interactive import of prosody from a perspective of participants' orientation to talk in interaction, taking advantage of data from institutional discourse to focus on the prosodic packaging of recurring turn sequences of the same discourse activity. The analysis focuses on the third slot of a ubiquitous three-part classroom discourse sequence, the IRF exchange (Sinclair & Coulthard 1975), a site in which teachers make r…
Syntactic and Prosodic Practices for Cohesion in Series of Three-Part Sequences in Classroom Talk
Starting from the perspective that social order is locally coconstructed through talk-in-interaction, in this article, I investigate sequential, syntactic, and prosodic practices as locally instantiated interactive resources in the coconstruction of cohesive series of consecutive 3-part sequences of talk. Methods for analysis are drawn from conversation analysis and acoustic phonetics to present a holistic account of syntactic, prosodic, and writ…
The sequential and prosodic co-construction of a 'quiz game' activity in classroom talk
Classroom Interactive Practices for Developing L2 Literacy: A Microethnographic Study of Two Beginning Adult Learners of English
Journal Article Classroom Interactive Practices for Developing L2 Literacy: A Microethnographic Study of Two Beginning Adult Learners of English Get access John Hellermann John Hellermann Portland State University Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 27, Issue 3, September 2006, Pages 377–404, https://doi.org/10.1093/applin/ami052 Published: 01 September 2006 Article history Accepted…
Language which is not taught: The discourse marker use of beginning adult learners of English
Social Actions for Classroom Language Learning
Using sociocultural approaches to research on language learning and an extensive corpus of classroom videos made over four years, the book documents language learning as an epiphenomenon of peer face-to-face interaction. The book uses methods from conversation analysis with longitudinal data to document practices for interaction between learners.
Practices for Social Interaction in the Language-Learning Classroom: Disengagements from Dyadic Task Interaction
Using conversation analysis and situated learning theory, in this paper we analyze the peer dyadic interactions of one adult learner of English in class periods 16 months apart. The analyses in the paper present microgenetic and longitudinal perspectives on the learner's increasing participation in his classroom communities of practice. The focus of the analyses is on the language practices for a social action that is not taught explicitly by the…
Colloquium – Toward a Reconceptualization of ‘Language’ and ‘Acquisition’ in SLA Research
Held at the American Association for Applied Linguistics Annual Conference, Denver, CO, USA; 21 March 2009. This all-day colloquium was part of an ongoing discussion of ways that methods and frameworks from micro-ethnography, Conversation Analysis (CA), and Vygotskian Sociocultural Theory are re-specifying ‘language’ and ‘acquisition’ from a socio-interactional view of SLA
L2 Interactional Competence and Development
This unique volume draws on the theoretical framework and methodological tools of conversation analysis to examine interactional competence and its development as it occurs in a range of interactional practices, from a variety of contexts, and in a variety of second languages.
Socio-Interactive Practices and Personality in Adult Learners of English With Little Formal Education
Drawing on a large corpus of video-recorded classroom data, the goal of this study was to understand the processes and mechanisms associated with learning in individuals who have had little education in their home countries. In order to accomplish this goal, we measured the socio-interactive behaviors and the expression of personality behaviors in learners who attended classes to learn English as a second language, and we analyzed the relationshi…
Members and their competencies: Contributions of ethnomethodological conversation analysis to a multilingual turn in second language acquisition
Tracing Developmental Changes Through Conversation Analysis: Cross-Sectional and Longitudinal Analysis
The descriptive focus of conversation analysis (CA) has not been considered optimal for second language (L2) acquisition research. Recently, however, some CA researchers have addressed the developmental agenda by examining longitudinal data (e.g., Brouwer & Wagner, 2004; Ishida, 2009; Markee, 2008; Pekarek-Doehler, 2010). The present article offers conceptual rationale and analytic demonstrations as to how CA's descriptive analyses contribute to …
Three Contexts for My Work as Co-Editor: Introduction to the Special Issue
Journal Article Three Contexts for My Work as Co-Editor: Introduction to the Special Issue Get access John Hellermann John Hellermann Department of Applied Linguistics, Portland State University Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 36, Issue 4, September 2015, Pages 419–424, https://doi.org/10.1093/applin/amv043 Published: 08 September 2015
Talking About Reading: Changing Practices for a Literacy Event
Although generally studied as a psycholinguistic decoding process, reading can also be studied as a social practice. This chapter presents an analysis of one English language learner’s interactions in literacy events over nine months in a classroom. The participant, “Li”, had little experience with schooling or literacy in any language. The literacy events were opportunities for students to talk with one another about books they had just read. Th…
Mobile Augmented Reality and Language‐Related Episodes
Applications of locative media (e.g., place‐based mobile augmented reality [ AR ]) are used in various educational content areas and have been shown to provide learners with valuable opportunities for investigation‐based learning, location‐situated social and collaborative interaction, and embodied experience of place (Squire, 2009; Thorne & Hellermann, 2017; Zheng et al., 2018). Mobile locative media applications’ value for language learning, ho…
Managing language issue in second language storytelling
Rewilding Language Education: Emergent Assemblages and Entangled Actions
Integrating concepts and techniques from ethnomethodology and sociomaterialism, this article investigates the observable material processes involving human action and place‐based contexts of language use enabled by locative media. The focal pedagogical intervention utilized mobile augmented reality (AR) activities, the development of which was inspired by research on learning ‘in the wild.’ Applying the principle of reverse engineering, we introd…
Localized Globalization: Directives in Augmented Reality Game Interaction
In what has been termed the global era, individuals from diverse linguistic and cultural backgrounds frequently participate in joint activities that require intercultural communication. Concomitantly, research on communication in contexts involving mobile technologies is nascent, and investigations addressing pragmatics in particular are few. In this article, we examine place‐based mobile augmented reality (AR) apps, which have been shown to prov…
Changing practices for connected discourse: Starting and developing topics in conversation
Collaborative Mobilizations of Interbodied Communication for Cooperative Action
Drawing on usage‐based approaches to the study of language learning—including recent research on mobility in interaction, embodied approaches to cognition and communicative action, and innovations in place‐based language learning in the wild—this article uses methods from ethnomethodological conversation analysis to investigate video recordings of 3 English language learners playing an augmented reality game that advocated for environmental stewa…
Welcoming Historically Under-Represented Groups in Higher Education Through Awareness of Standard English Ideology
In the context of changing demographics at regional universities (including our own), we highlight an ongoing project at our university that addresses the last area of acceptable bias in English-medium higher education: bias against speakers of other languages and non-standard dialects of English. We discuss the hegemonic aspect of the Standard Academic English used by default at most US institutions of higher education and its role in potential …
Forging common ground in second language acquisition and teaching: A combined synergy statement
In this final article in this guest‐edited issue on synergies in second language acquisition and teaching (SLA/T), we attempt to bring together the main content of this issue in an overall, combined synergy statement, concluding this project as a whole. Let us remind readers of the project: A shared effort by 17 scholars taking 11 different perspectives on SLA/T is not the norm in our field. Our aim has been to promote the intermingling and cross…
Language, people, classrooms, world: Blending disparate theories for united language education practices
With a forward‐looking and problem‐solving mindset, this article aims to combine theoretical knowledge and empirical evidence from different schools of thought in the field of second language (L2) learning and teaching—namely, instructed second language acquisition, generative linguistics, and an ecological perspective that includes multiple frameworks. Acknowledging numerous fundamental differences in our theoretical and methodological perspecti…
Conversation Analysis and Language Acquisition
Researchers interested in language in use have used methods from ethnomethodological (EM) conversation analysis (CA) to show convincing evidence for the process of learning as it happens in a turn‐by‐turn manner in sequences of talk (e.g., Garfinkel, Lynch, & Livingston, 1981; Macbeth, 1994; papers in Markee & Kasper, 2004). Recently, theoretical and practical concerns have motivated researchers using CA to consider the possibilities of observing…
Linguistics (20 works) · Psychology (20 works) · EFL/ESL Teaching and Learning (19 works) · Language, Discourse, Communication Strategies (17 works) · Computer Science (16 works) · Conversation (12 works) · Sociology (12 works) · Conversation analysis (11 works) · Communication (10 works) · Discourse Analysis in Language Studies (9 works)