Hellermann, J., & Brillanceau, D. (under review). The learner portraits project: An overview of an online resource for understanding adult immigrant language learning and identity.

Hellermann, J. (forthcoming). Practices for talk-in-interaction in language learning research:  A longitudinal case study of negative responses and with no. International Review of Applied Linguistics in Language Teaching.

Albers, S., Hellermann, J., & Harris, K. (forthcoming). A case of a student with little prior formal education: Success and interactional practices in the language classroom. In Young-Scholten, M. (ed.) Proceedings from the Low Education Second Language and Literacy (LESLLA) meetings.

Hellermann, J., & Cole, E. (forthcoming). Practices for social interaction in language learning classrooms: Disengagements from dyadic task interaction. Applied Linguistics.

Hellermann, J. (forthcoming). Language learning seen in practices for repair. Scandinavian Journal of Research in Education.

Hellermann, J. (2008). Social Actions for Classroom Language Learning. : Multilingual Matters.

Hellermann, J. (2008). The co-construction of learning: Response sequences in a science class asthma project. In K. Cole & J. Zuengler (eds.) The research process in classroom discourse analysis: Current perspectives: Lawrence Erlbaum.

Hellermann, J. & Brillanceau, D. (2007). Understanding immigrant learner identity and language learning: Learner Portraits. http://www.labschool.pdx.edu/learner_portraits.

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. (2007). The development of practices for action in classroom dyadic interaction: Focus on task openings. Modern Language Journal, 91, 1, 83-96.

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

Hellermann, J. (2005). Interactional practices for creating cohesive series' of three-turn sequences in classroom talk. Research on Language in Social Interaction. 38, 1, 105-130.

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

Hellermann, J. (2005). The sequential and prosodic co-construction of a ‘quiz game’ activity in classroom talk. Journal of Pragmatics, 38, 6, 919-944.

Ford, C.E., Fox, B. & Hellermann, J. (2004). Action projection and sound production in ‘no’ and ‘no’ plus turns.  In  E. Couper-Kuhlen & C. Ford (eds). Sound Production in Interaction. : John Benjamins.

Hellermann, J. (2003). The interactive work of prosody in the IRF exchange: Teacher repetition in feedback moves.  Language in Society. 32, 1, 79-104.

Bonch-Bruevich, X., Crawford, W., Hellermann, J, Higgins, C. & Nguyen, H. (Eds.). (2002). -- past, present and future: proceedings from the 2000 Second Language Research Forum. : Cascadilla Press.