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John Hedgcock
McCone Building M115
(831) 647-4197

Prior to joining the Institute’s Teaching English to Speakers of Other Languages / Teaching Foreign Language faculty, John Hedgcock held instructional positions in English Language Teaching, Composition, French, and Spanish. In 1994, his applied linguistics training and passion for language teaching led him to MIIS, where he has taught a broad range of MA courses. He has also taught academic English courses in Language Studies and in non-credit programs. A two-time recipient of the Institute’s Excellence in Teaching Award, he has been privileged to work with language professionals in Asia, Africa, and the Middle East as a teacher educator, program evaluator, consultant, and PhD examiner. 

Hedgcock’s research and publication agenda involves composition studies, teacher education, and processes of adult second language learning. He is co-author of two teacher development books, Teaching Readers of English (2nd ed., 2018) and Teaching L2 Composition (3rd ed., 2014), both published by Routledge. His recent articles have appeared in the Journal of English for Academic Purposes, Applied Language Learning, and Language Teaching Research. In addition to contributing chapters on writing, rhetoric, research practices, and sociolinguistics to edited volumes, Hedgcock has presented papers and workshops at national and international conferences. He has likewise served with the American Association for Applied Linguistics and Educational Testing Service.

Courses Taught

Courses offered in the past two years.

  • Current term
  • Upcoming term(s)

Explores reading, including traditional ESL and English approaches. Examines reader response theory and discourse analysis for understanding aspects of written text and learners' reactions to it. Practical applications included.

Spring 2017 - MIIS, Spring 2018 - MIIS

View in Course Catalog

The Applied Linguistics Capstone is designed to help TESOL/TFL students refine their skills as applied linguistics professionals. Course participants will develop either a curriculum project, a, empirical research report, or an assessment tool, using original data that they have collected and analyzed. The course also aims to induce students to reflect on their previous coursework, as well as explore and clarify their future plans for careers as language teaching professionals.

Applied Linguistics Capstone Student Learning Outcomes (SLOs):

Understand processes of inquiry relevant to language education

Plan research activities for designing curriculum and language instruction, assessment, or empirical investigation

Execute data collection procedures

Analyze data using appropriate quantitative and qualitative methods

Synthesize and report findings clearly, convincingly, and creatively for a professional audience

Apply research skills in educational settings

Fall 2016 - MIIS, Spring 2018 - MIIS

View in Course Catalog

Surverys theories and research in first and second language composition. Explores various types of written texts and discusses means of responding effectively to student writing.

Fall 2017 - MIIS

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Introduces the interplay between language and society. Discusses regional and social dialects as well as the role of linguistic attitudes and language variation in language learning and teaching.

Fall 2017 - MIIS

View in Course Catalog

Examines the syntax and discourse of modern English for ESL and EFL teaching. Spotlights practical applications for the classroom. Prerequisite: Language Analysis

Spring 2017 - MIIS, Fall 2017 - MIIS

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The Practicum Capstone combines reflective practice and professional development in preparing students for a career in language education. Participants integrate theory, research, and conceptual foundations into a coherent and well-informed approach to planning and executing lessons. They also incorporate these three components when developing and deploying instructional materials and assessment instruments. Activities and products prepare participants for entering the language teaching professional and performing admirably therein.

Practicum Capstone Student Learning Outcomes (SLOs):

Articulate their approach to language learning and teaching with explicit reference to sound pedagogical principles

Demonstrate their expert knowledge of language, learning, and teaching

Select appropriate materials for effective language instruction

Plan productive instructional units and lessons to maximize second language learning in all skill areas

Assess student learning meaningfully using a range of formative and summative tools

Reflect critically on their teaching practice in order to build on their strengths and address areas for improvement

Spring 2017 - MIIS

View in Course Catalog

Serves as an introduction to linguistic analysis. Includes projects based on fieldwork in phonology, morphology, syntax, discourse, and pragmatics. Discusses importance of language awareness. Includes pedagogical strategies for consciousness-raising.

Fall 2016 - MIIS

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Areas of Interest

As a language teacher and teacher educator, Hedgcock continues to be intrigued by the intersections of theory, research, and instructional practice. Inspired by his own learning and teaching experiences, he has focused his research and publication efforts on processes of classroom language and literacy development, the role of language in constructing identity, and the apprenticeship processes of language teachers. His most recent projects explore genre theory and aim to maximize the effectiveness of teaching grammar, reading, and writing. 

Academic Degrees

  • PhD in Linguistics, University of Southern California 
  • MA in Applied Linguistics, University of Southern California
  • MA in French, University of Washington
  • BA in French and Spanish, University of Washington

Professor Hedgcock has been teaching at the Institute since 1994.


  • Ferris, D. R., & Hedgcock, J. S. (2014). Teaching L2 composition: Purpose, process, and practice (3rd ed.). New York, NY: Routledge/Taylor & Francis.
  • Hedgcock, J. S. (2012). Writing and learning to write in a second language. In E. Grigorenko, E. Mambrino, & D. Preiss (Eds.), Handbook of writing: A mosaic of perspectives and views (pp. 219-237). New York, NY: Psychology Press.
  • Hedgcock, J. S., & Lefkowitz, N. (2011). Exploring the learning potential of writing development in heritage language education. In R. M. Manchón (Ed.), Learning to write and writing to learn in an additional language (pp. 209-233). Amsterdam, The Netherlands: John Benjamins.
  • Hedgcock, J. S. (2010). Theory-and-practice and other questionable dualisms in L2 writing. In T. Silva & P. K. Matsuda (Eds.), Theorizing practice in L2 writing (pp. 32-45). West Lafayette, IN: Parlor Press.
  • Hedgcock, J. S. (2009). Acquiring knowledge of discourse conventions. In A. Burns & J. Richards (Eds.), Cambridge guide to language teacher education (pp. 32-45). Cambridge, England: Cambridge University Press.
  • Hedgcock, J. S., & Ferris, D. R. (2009). Teaching readers of English: Students, texts, and contexts. New York, NY: Routledge/Taylor & Francis.
  • Hedgcock, J. S., & Lefkowitz, N. (2007). Sound effects: Social pressure in the adult Spanish language classroom. Applied Language Learning, 16 (2), 18-38.