Hellermann, J. & Thorne, S. L. (forthcoming). Why conversation analysis research and methods matter for
studies of L2 teaching and learning. In K. Sands, M. J. Petray, G. D. Clements, & L. Santelmann
(Eds.), Linguistic foundations for second language teaching and learning. Cambridge University Press.
Thorne, S. L., & Hellermann, J. (2022). Coda: The interactional affordances and constraints of
technology-rich teaching and learning environments, Classroom Discourse, 13(2), 231-239.
Hellermann, J. & Thorne, S. L. (2022). Collaborative mobilizations of interbodied communication for
cooperative action. Modern Language Journal, 106(S1), 89-112.
Hellermann, J. & Lee, Y. (2021). Changing practices for connected discourse: Starting and developing
topics in conversation. Journal of Pragmatics, 172, 89-104.
Sydorenko, T., Thorne, S. L., Hellermann, J., Sanchez, A., & Howe, V. (2021). Directives and the organization of
task formation in augmented reality game interaction. Modern Language Journal. 105(3), 720-739.
Thorne, S. L., Hellermann, J., & Jakonen, T. (2021). Rewilding language education: Emergent assemblages and
entangled actions. Modern Language Journal, 105(S1), 106-125.
Lee, Y. & Hellermann, J. (2020). Managing language issues in second language storytelling. System, 93.
https://doi.org/https://doi.org/10.1016/j.system.2020.102311
Hellermann, J. & Thorne, S. L. (2020). 'Distributed' language for learning in the wild. In S. Conrad, A. Hartig, & L.
Santelmann (Eds.)., Cambridge introduction to applied linguistics. (264-277). Cambridge: Cambridge
University press
Hellermann, J., Thorne, S. L., & Haley, J. (2019). Building socio-environmental infrastructures for learning
in the wild. In J. Hellermann, S. Eskildsen, S. Pekarek-Doehler, & A. Piirainen-Marsh (Eds.), Conversation
analytic research on learning-in-action: The complex ecology of second language interaction ‘in the wild’.
Berlin: Springer.
Hellermann, J., Eskildsen, S., Pekarek-Doehler, S. & Piirainen-Marsh, A. (Eds.). (2019). Conversation
analytic research on learning-in-action: The complex ecology of second language interaction ‘in the wild’.
Berlin: Springer.
Sydorenko, T., Hellermann, J., Thorne, S. L., & Howe, V. (2019). Mobile augmented reality and language related
episodes. TESOL Quarterly, 53(3), 712-740. DOI: 10.1002/tesq.507
Hellermann, J. (2018). Languaging as competencing: Considering language learning as enactment. Classroom
Discourse, 9(1).
Hellermann, J. (2018). Talking about reading: Changing practices for a literacy event
Doehler, E. González-Martínez, & J. Wagner (Eds.), Longitudinal studies in conversation analysis.
(105-142). London: Palgrave.
Thorne, S. L., & Hellermann, J. (2017). Mobile augmented reality: Hyper contextulualization and situated
language usage events. Proceedings of the XVIII International CALL Conference: Call in Context.
Berkeley, CA.
Hellermann, J. Thorne, S. L., & Fodor, P. (2017). Reading while walking in a language-learning activity.
Classroom Discourse, 8(2), 99-121.
Thorne, S. L., Hellermann, J., Lester, D., & Jones, A. (2015). Interactional practices and artifact orientation in
mobile augmented reality game play. PsychNology, 13(2-3), 259-286.
Hellermann, J. (2015). Conversation analysis. In J. D. Brown & C. Coombe (eds.), The Cambridge guide to
research in language learning and teaching. Cambridge: Cambridge University Press.
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. (49-77). Amsterdam: John Benjamins.
Thorne, S. L. & Hellermann, J. (2015). Sociocultural approaches to expert-novice relationships in second
language interaction. In N. Markee (Ed.), Handbook of classroom interaction. Malden, MA: Wiley-
Blackwell.
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.
Hellermann, J. (2013). Conversation analysis and language learning. In C. Chapelle (Ed.), Encyclopedia
of Applied Linguistics. Malden, MA: Wiley-Blackwell.
Lee, Y. and Hellermann, J. (2013). Tracing developmental change through conversation analysis: Cross-
sectional and longitudinal analysis. TESOL Quarterly. doi: 10.1002/tesq.149
Hellermann, J. (2012). Situated learning theory and SLA. In P. Robinson (Ed.), Encyclopedia of second
language acquisition. New York: Routledge.
Ramírez-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,
62(2).
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. Bristol, UK: Multilingual Matters.
Hall, J. K., Hellermann, J. & Pekarek Doehler, S. (Eds.) (2011). The Development of Interactional Competence.
Bristol, UK: Multilingual Matters.
Hellermann, J. & Pekarek Doehler, S. (2010). On the contingent nature of language learning tasks.
Classroom Discourse, 1(1), 25-45.
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, U.K.: 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 (pp.
49-72). London: Routledge.
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. Amsterdam: 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.