ESOL Lab School

 Portland State University Department of Applied Linguistics 

 

 

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Hellermann, J. & Harris, K. A. (forthcoming). Navigating the language-learning classroom without previous schooling: A case study of 'Li'. In D. Koike & C. Blyth (Eds.) Dialogue in multilingual, multimodal, and multicompetent communities of practice. Amsterdam: John Benjamins.

Li, P., Eskildsen, S., & Cadierno, T. (forthcoming). Tracing an L2 learners motion constructions over time: A usage-based classroom investigation. Modern Language Journal.

Hellermann, J. & Lee, Y. (2014). Members and their competencies. Contributions of ethnomethodological conversation analysis to a multilingual turn in second language acquisition. System, 44, 54-65.

Lee, Y. & Hellermann, J. (2013). Tracing developmental change through conversation analysis: Cross-sectional and longitudinal analysis. TESOL Quarterly. doi: 10.1002/tesq.149

Eskildsen, S. W. (2012). Negation constructions at work. Language Learning, 62(2), 335-372.

Ramirez-Esparza, N., Harris, K., Hellermann, J., Richard, C., Kuhl, P., & Reder, S. (2012). Socio-interactive practices and personality in adult learners of English with little formal education. Language Learning.

Eskildsen, S. W. (2011). The L2 inventory in action: Usage-based linguistics and conversation analysis in second language acquisition in G. Pallotti & J. Wagner (Eds.), Learning as social practice: Conversation-analytic perspectives (pp. 327-364), Honolulu: National Foreign Language Resource Center.

Hellermann, J. (2011). Members' methods, members' competencies: Evidence of language learning in longitudinal studies of other-initiated repair. In J. Hall, J. Hellermann, & S. Pekarek Doehler (Eds.), The Development of Interactional Competence (pp. 147-172), Bristol, UK: Multilingual Matters.

 Hellermann, J. & Pekarek Doehler, S. (2010). On the contingent nature of language learning tasks. Classroom Discourse, 1(1), 25-45.

 Eskildsen, S.W. (2009). Constructing another language - Usage-Based Linguistics in
second language learning. Applied Linguistics, 30(3), 337-355.

 Hellermann, J. (2009). Looking for evidence of language learning in practices for repair: A case study of self-initiated self-repair by an adult learner of English. Scandinavian Journal of Educational Research, 53(2), 113-132.

 Hellermann, J. (2009). Practices for dispreferred responses using 'no' by a learner of English. IRAL, 47(1), 95-126.

 Hellermann, J., & Cole, E. (2009). Practices for social interaction in the language learning classroom: Disengagements from dyadic task interaction. Applied Linguistics, 30(2), 186-215.

 Albers, S., Harris, K., & Hellermann, J. (2008). A case of a student with little prior formal education: Success and interactional practices in the language classroom. In M. Young-Scholten (Ed.), Low-Educated Second Language and Literacy Acquisition. Research, Policy and Practice. (pp. 109-124). Durham, UK: Roundtuit.

 

Hellermann, J. (2008). Social actions for classroom language learning. Clevedon, UK: Multilingual Matters.

Eskildsen, S., & Cordierno, T. (2007). Are recurring multi-word expressions really syntactic freezes? Second language acquisition from the perspective of usage-based linguistics. In M. Nenonen & S. Niemi (Eds.), Collocations and Idioms 1. Papers from the First Nordic Conference on Syntactic Freezes (Vol. 41). Joensuu, Finland: Joensuu University Press.

Hellermann, J., & Brillanceau, D. (2007). The Learner Portraits: A web-based research report on immigrant language learner identity. http://www.labschool.pdx.edu/learner_portraits

Hellermann, J. (2007). The development of practices for action in classroom dyadic interaction: Focus on task openings. Modern Language Journal, 91(1), 557-570.

Hellermann, J., & Vergun, A. (2007). Language which is not taught: The discourse marker use of beginning adult learners of English. Journal of Pragmatics, 39(1), 157-179.

Hellermann, J. (2006). Classroom interactive practices for developing L2 literacy: A microethnographic study of two beginning adult learners of English. Applied Linguistics, 27(3), 377-404.

Banke, S., & Kurzet, R. (2005). Modified sustained silent reading:  Does it benefit beginning English language learners? Focus On Basics: Connecting Research and Practice, 8 (A).

Brillanceau, D. (2005). Spontaneous conversations: A window into learners' autonomy. Focus On Basics:  Connecting Research and Practice, 8 (A).

Harris, K. A. (2005). Same activity, different focus. Focus On Basics: Connecting Research and Practice, 8 (A).

Hellermann, J. (2005). Turn taking in adult ESOL classroom interaction: Practices for interaction in another language. Focus on Basics, 8 (A).

Kraft, E. (2005). Conversation partners: Building bridges between university students and immigrant language learners in the ESL lab school. Focus On Basics: Connecting Research and Practice, 8

Reder, S. (2005). The Lab School .. Focus On Basics: Connecting Research and Practice, 8 (A).

Smith, C., Harris, K. A., & Reder, S. (2005). Applying research findings to instruction for adult English language students, Center For Adult English Language Acquisition : Center for Applied Linguistics. http://www.cal.org/caela/esl_resources/briefs/research.html

Reder, S., Harris, K., & Setzler, K. (2003). A multimedia adult learner corpus.  TESOL Quarterly. 37 (3), 65-78.

Kurzet, R. (2002). Teachable moments: Videos of adult ESOL classrooms. Focus On Basics: Connecting Research and Practice, 5 (D). http://www.ncsall.net/?id=232

 

 

 

 

 

 

 

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