Professor Emeritus

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)

Editing Writing is a course in structural, stylistic, and copy-editing which will help you develop the necessary tools to revise and edit your own writing. We will use short papers from this class and longer papers from your other classes to sharpen your editing skills.

Fall 2019 - MIIS

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Writing for Applied Linguistics

Designed to strengthen students’ academic literacy skills, EDUC 8515 provides opportunities to develop efficient strategies for: critical reading of academic texts, analyzing high-stakes academic genres, and producing successful academic and professional writing. Course activities and assignments feature guided practice with understanding academic assignments, writing from sources, planning and drafting texts, exchanging feedback, revising, and editing. Students produce and revise several assignments, including at least one project required in an MATESOL/MATFL course.

Fall 2019 - MIIS

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Many L2 teachers will find themselves teaching academic writing, and as our MIIS alums have shared with me, they appreciate having had preparation beforehand for doing so. Thus, the teaching of writing course is designed to equip you, as second language teachers, with the knowledge, skills, and dispositions for effective L2 writing instruction in academic settings across ESL, EFL, EAP, and FL contexts. In the course we will (1) explore the central theoretical underpinnings of current approaches to L2 writing instruction; (2) examine selected theoretical and pedagogical controversies; (3) learn about pedagogies for planning and carrying out effective writing instruction and (4) have ample opportunities to practice key pedagogical skills through tutoring second language writers, lesson planning, evaluation of textbooks, assessing L2 writing, and providing feedback to second language writers.

This is a variable unit seminar. That is, it may be taken for either two or three units, depending on the individual student’s needs and/or course load. All students will attend 45 hours of class, but the students taking the course for three units will do an additional assignment (to be negotiated with the instructor).

Fall 2019 - MIIS

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Teaching of Reading (EDUC 8562) aims to equip pre- and in-service teachers with the basic skills needed for effective L2 reading instruction, with a primary (though not exclusive) emphasis on ESL, EFL, and EAP instruction in secondary and post-secondary settings. This course (1) explores chief theoretical underpinnings of current approaches to L2 literacy education, (2) examines selected theoretical and pedagogical controversies, and (3) introduces tools for planning and executing meaningful reading instruction. Subtopics include sociocultural aspects of literacy, comprehension processes, reading strategies, lexical learning, materials selection and adaptation, instructional planning, and approaches to L2 literacy assessment. Required readings, classroom activities, and assignments are designed to acquaint participants with key themes in contemporary L2 literacy studies. By fulfilling course requirements, successful candidates will be able to:

• Articulate core issues in current L2 literacy theory, reading theory, and research;

• Recognize the extraordinary demands placed on novice L2 readers;

• Undertake responsible, evidence-based course planning for L2 literacy education;

• Select and assess appropriate source materials for L2 reading instruction;

• Design and execute effective intensive reading lessons;

• Devise, deploy, and evaluate sound assessment instruments suitable for a range of socio-educational settings.

Spring 2019 - MIIS

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

Spring 2019 - MIIS

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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

Spring 2019 - 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.