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Portland
State University 'Lab School' Publications
Eskildsen, S. W.
(2019). The Daily Routine:
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& Khabbazbashi, N. (2019). Vocabulary explanations
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(2018). Languaging as
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Brandt A. (2018). Creating
an imaginary context: Teacher’s use of embodied
enactments in addressing learner
initiatives in a beginner-level adult ESOL classroom.
Classroom Discourse, 9(3), 244-266. Hellermann, J.
(2017). Talking about reading:
Changing
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https://doi.org/10.1057/978-1-137-57007-9_4 Eskildsen, S. W. & Wagner, J. (2017).
From trouble in the talk
to new resources: The interplay of bodily and
linguistic resources in the talk
of a speaker of English as a second language. In S.
Pekarek Doehler, J. Wagner,
& E. González-Martínez (Eds.), Longitudinal
Studies on the Organization of Social Interaction,
pp. 143-171. London:
Palgrave Macmillan. Hellermann, J. & Harris, K. A.
(2015). 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. Eskildsen, S. W., & Wagner, J.
(2015). Embodied L2
construction
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Learning,65(2),
268-297. Li, P.,
Eskildsen,
S., & Cadierno, T. (2013). Tracing an L2 learner’s
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
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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,
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Development of Interactional Competence (pp.
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Multilingual Matters. Hellermann,
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& 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,
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(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 |