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.

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.

Publications

  • 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.

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