Middlebury Institute of International Studies at Monterey

John Hedgcock


I am passionate about the challenges of learning language, learning about language, and learning how to teach language successfully.

As a teacher, I most enjoy the excitement and novelty of working with diverse students who are dedicated to learning language, exploring new cultures and social practices, and contributing to cross-cultural understanding by becoming skilled classroom teachers. Though I’ve worked as an educator for a long time, the exhilaration of meeting a new group of MIIS students and starting a new semester never diminishes. 

Professor Hedgcock teaches courses such as Language Analysis, Structure of English, Second Language Acquisition, Teaching Writing, Teaching Reading, Portfolio Preparation, and the Language Teaching Practicum. A two-time recipient of the Institute's Excellence in Teaching Award, he has held instructional positions in English for Academic Purposes (EAP), English as a Second Language (ESL), and Composition at the university and community college levels; he has also taught French, Spanish, and English as a Foreign Language. In addition to presenting papers and workshops at national and international conferences, he has worked with language professionals in Africa and the Middle East as a consultant and teacher educator.

Professor Hedgcock's current research agenda involves L1 and L2 literacy studies, teacher education, and aspects of adult SLA, including the socialization processes of heritage language students. He is co-author of Teaching L2 Composition (forthcoming from Routledge), Teaching Readers of English: Students, Texts, and Contexts (Routledge), and has contributed chapters to edited volumes on heritage language literacy development, writing and rhetoric, and professional writing. His articles and essays have also appeared in the Modern Language Journal, Language Teaching Research, Applied Language Learning, the Journal of Language, Identity, and Education, Language Teaching Research, Language Learning, the Journal of Second Language Writing, Second Language Research, Foreign Language Annals, TESOL Quarterly, and TESOL Journal. He recently served as a member of the TOEFL Committee of Examiners and the TESOL Quarterly Editorial Advisory Board. Professor Hedgcock also serves a number of professional organizations, such as the American Association for Applied Linguistics. 


Applied linguistics; pedagogical grammar; composition studies; literacy education; second language acquisition (SLA); language pedagogy; teacher education

Recent 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.

Recent Presentations and Workshops

  • Hedgcock, J. S., & Lee, H. (2014, March). Building genre knowledge in reflective practice (Paper). 47th Annual Convention of TESOL, Portland, OR.
  • Lefkowitz, N., & Hedgcock, J. S. (2014, March). Anti-Language: Linguistic innovation, identity construction, and group affiliation in emerging speech communities (Paper). Annual Meeting of the American Association for Applied Linguistics, Portland, OR.
  • Ferris, D. R., Hedgcock, J. S., & Sippell, K. (2013, October). Reading in the writing class: The tip or the iceberg? (Featured Session). Convention of California Teachers of English to Speakers of Other Languages, San Diego, CA.
  • Hedgcock, J. S. (2013, October). Cultivating reading skill development in English-language writing instruction (Pre-Conference Institute). Convention of California Teachers of English to Speakers of Other Languages, San Diego, CA.
  • Hedgcock, J. S., & Lee, H. (2013, May). Literacy socialization in an MATESOL program: Building genre knowledge in reflective practice (Paper). Centre for English Language Communication Symposium, National University of Singapore, Singapore.
  • Hedgcock, J. S. (2013). Instruction, affect, and the linguistic ego: Heritage and foreign language learner socialization in the classroom (Paper). Celebrating Foreign Language Education: A Monterey Bay Symposium, Monterey Institute of International Studies, Monterey CA.  
  • Lefkowitz, N., & Hedgcock, J. S. (2012). Effects on affect: Heritage and foreign language learners’ vulnerable linguistic identities (Paper). With Natalie Lefkowitz. Annual Meeting of the American Association for Applied Linguistics. Boston, MA.

Professional Experience

  • Workshop Leader, Consultant, and Assessor: American University, Washington DC; American Univeristy of Beirut, Beirut, Lebanon; Universidad Nacional de Costa Rica, San José, Costa Rica; Beijing Normal University, Beijing, China.
  • Academic Specialist, U.S. Department of State: Estonia, Mozambique, Saudi Arabia, South Africa, Tunisia, Turkmenistan.
  • Assistant Professor, University of Houston.
  • Composition Instructor: Houston Community College; Los Angeles City College.
  • ESL and EAP Instructor: California State University, Northridge; Houston Community College; Los Angeles City College; Northrop University; University of Southern California.
  • EFL Teacher: Paris, France.
  • French and Spanish Instructor: University of Washington; Washington Academy of Languages.

Recent Professional Service

  • Editorial Advisory Board Member: TESOL Quarterly, Applied Language Learning.
  • Member, TOEFL Committee of Examiners, Educational Testing Service.
  • Manuscript Reviewer: Applied Language Learning, Berkeley Review of Education, English for Specific Purposes, Journal of Second Language Writing, Language Learning, Language Teaching Research, Modern Language Journal, Second Language Research, TESOL Quarterly, Studies in Second Language Acquisition.
  • Proposal Reviewer and Strand Coordinator: American Association for Applied Linguistics.
  • External PhD Committee Examiner: Stellenbosch University (South Africa), University of Toronto (Canada), University of Bristol (UK), University of Auckland (New Zealand).


Ph.D., Linguistics, University of Southern California

M.A., Applied Linguistics, University of Southern California

M.A., French, University of Washington 

B.A., French and Spanish, University of Washington


Course List

Courses offered in the past four years.
indicates offered in the current term
indicates offered in the upcoming term[s]

EDUC 8560 - Teaching of Writing      

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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EDUC 8562 - Teaching of Reading      

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

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EDUC 8670 - Practicum Capstone      

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

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LING 8500 - Language Analysis      

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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LING 8510 - Intro to Sociolinguistics      

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

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LING 8530 - Structure of English      

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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LING 8670 - Applied Linguistics Capstone      

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

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