Ph.D. Linguistics, University of Wisconsin-Madison 2002M.A. Applied English Linguistics, University of WisconsinB.A. Music, Lawrence University
- LING 390: Introduction to Linguistics
- LING 410/510: Special Topics: Conversation Analysis
- LING 414/514: Linguistic Pragmatics
- LING 416/516: Discourse Analysis
- LING 435: Theory and Practice in Applied Linguistics
- LING 438/538: Second Language Acquisition
- LING 490/590: History of the English Language
- Co-construction of language structure (especially features of sound production) and learning
- Social aspects of reading: university undergraduates, children’s academic literacy, and adult readers and language learners (data come from inside and outside of the classroom)
- Theories of Linguistics
- Hellermann, J. & Harris, K. A. (2015). Navigating the language-learning classroom without previous schooling. In D. Koike & C. Blyth (Eds.), Dialogue in multilingual, multimodal, and multicompetent communities of practice. Amsterdam: John Benjamins.
- Hellermann, J. & Lee, Y. (2014). Members and their competencies: Contributions of ethnomethodological conversation analysis to a multilingual turn in second language acquisition. System.
- 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. Applied Linguistics, 30(2), 186-215.
- 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. (2006). Classroom interactive practices for literacy: A microethnographic study of two beginning adult learners of English. Applied Linguistics, 27(3), 377-404.
- Hellermann, J. (2003). The interactive work of prosody in the IRF exchange: Teacher repetition in feedback moves. Language in Society, 32(1), 79-104.