Kratzer, J. (2008). Task interpretation by pairs of adult immigrant ESL students. Paper presented at the Canadian Association for Applied Linguistics Conference, Vancouver, BC, June 4-6.

Albers, S., Hellermann, J. & Harris, K. A. (2007). Students with little prior formal education: Success and interactional practices in the language classroom. Poster presented at the meeting of Low Education Second Language and Literacy meetings, Newcastle upon Tyne, September 13-15.

Hellermann, J. (2007). Change is practices for linguistic action: Starting tasks. Paper
presented at the Pragmatics and Language Learning Conference, Honolulu, HI, March 26-28.

Eskildsen, S.W. & Wagner, J. (2007). What counts as evidence for learning in longitudinal studies? Paper presented at the American Association for Applied Linguistics, April 20-23.

Hellermann, J. (2007). The contextualization of participation in a classroom interaction: Focus on assessments. Paper presented at the American Association for Applied Linguistics, April 20-23.

Hellermann, J. & Bongartz, C. (2007). Language learning seen in practices for repair. Paper presented at the European Association for Research on Learning and Instruction (EARLI), Budapest, August 29-September 1.

Eskildsen, S. W. (2006). Constructing another language – beyond aspects of frequency in second language acquisition, paper presented at the Second International Conference of the German Cognitive Linguistics Association, Munich, October 5-7.

Reder, S., Banke, S., Brillanceau, D., Harris, K., Hellermann, J., & Kurzet, R. (2006). Portland State University’s ‘Lab School’; Research Findings and the future, paper presented at the Oregon TESOL (ORTESOL), annual conference, Oregon City, OR, November 3-4.

Harris, K., Twenge-Jinings, F. & Lachenmeier, E. (2006). Negotiation across activity types as they occur in adult low-intermediate ESL classes: A view from inside the classroom, paper presented at the Second Language Research Forum (SLRF), Seattle, WA, October 6-9.

Hellermann, J. & Brillanceau, D. (2006). Immigrant-learner identity displayed in classroom peer-peer interaction. Second Language Research Forum (SLRF), Seattle, October 11-14.

Reder, S. (2006). Portraits of Learners and Learner Interactions from the Adult ESOL Classroom: Multimedia-Based Research on Second Language Acquisition. RaPAL 2006 Pre-Conference Seminar, Scotland, June 22.

Harris, K. & Banke, S. (2006). Negotiation in beginning ESL classes with adults: A study of pair activities throughout two ten-week classes, paper presented at the American Association For Applied Linguistics (AAAL), Montreal, Canada, June 17-20.

Hellermann, J. & Bongartz, C. (2006). Repair around noun phrases as a location for language development. American Association for Applied Linguistics (AAAL), Montreal, June 17-20.

Hellermann, J. & Cole, E. (2006). Disengagement sequences in classroom interaction: A site for language learning? International Conference on Conversation Analysis (ICCA), Helsinki, May 10-14.

Hellermann, J. (2006). Interactional practices for language learning in the classroom. Conference on Language Learning Classroom Organization, University of Southern Denmark, Institute of Language and Communication, Odense, Denmark, May 24.

Harris, K. & Banke, S. (2006). The role of pair activities in pedagogical design for beginning adult ESL, paper presented at the Commission on Adult Basic Education (COABE), Houston, TX, April 26-29.

Harris, K. (2005). Pair work interaction in adult beginning ESOL: An update. Paper presented at the Northwest Practitioner Knowledge Institute, Portland, OR, May 20-21.

Banke, S. and Kurzet, R. (2005). A sustained silent reading experiment with adult beginners, Commission on Adult Basic Education (COABE), Anaheim, California, May 5, 2005

Hellermann, J. (2005). Story-telling: A practice for face to face interaction as practice for language learning. European Conference on Second Language Acquisition (EUROSLA), Dubrovnik, September 14-17.

Brillanceau, D. (2005). Off-task interactions in a low level, adult ESL class: An index for a healthy learning community.  Paper presented at the University of Pennsylvania Ethnography and Education Forum, Philadelphia, PA, February 25-26.

Hellermann, J. (2005). The development of narrative practices in a second language through modified Sustained Silent Reading: A longitudinal study of two adult, low-level learners of English. Paper presented at the University of Pennsylvania Ethnography and Education Forum, Philadelphia, PA, February 25-26.

Banke, S. & Brillanceau, D. (2004).  A modified Sustained Silent Reading program in beginning adult ESOL classes.  Paper presented at the Meeting of the Minds Research Symposium.  December 9-11, Sacramento, CA.

Banke, S., & Brillanceau, D.  (2004).  The reflexive nature of research and practice:  The teachers' voices.  Colloquium presented at the American Association for Applied Linguistics (AAAL), May 1-4, 2004, Portland, Oregon.

Banke, S.,  Harris, K., & Kurzet, R.  (2004)  Sustained silent reading experiment with adult beginners.  Paper presented at annual international meeting of Teachers of English to Speakers of Other Languages (TESOL), Long Beach, CA, March 31-April 2.

Bongartz, C., & Hellermann, J.  (2004).  Task influence on the acquisition of definite articles by adult learners of English.  Paper presented at the annual Second Language Research Forum (SLRF), October 14-17, Penn State University.

Brillanceau, D.  (2004).  Language related episodes: A case study of a beginning ESL adult learner.  Poster presented at the annual Second Language Research Forum (SLRF), October 14-17, Penn State University.

Brillanceau, D., Hellermann, J., & Reder, S. (2004).  Lived experience, video ethnography and a ãscientific experimentä in adult ESL.  Group session at the University of Pennsylvania Ethnography and Education Forum, Philadelphia, PA, February 27-28.

Harris, K. (2004).  Pair activities in beginning adult ESL classes.  Paper presented at the Meeting of the Minds Research Symposium.  December 9-11, Sacramento, CA.

Harris, K.  (2004).  Pedagogical practices, personal information and adult L2 dyadic interaction.  Colloquium presented at the American Association for Applied Linguistics (AAAL), May 1-4, 2004, Portland, Oregon.

Hellermann, J.  (2004).  Adult low-level English learners developing strategies for task openings. Colloquium presented at the American Association for Applied Linguistics (AAAL), May 1-4, 2004, Portland, Oregon.

Hellermann, J.  (2004).  Inter- and intra- personal gesture in second language acquisition. Presentation at the annual Winter Text and Discourse meeting, Jackson Hole, WY, January 16-19.

Hellermann, J. (2004).  Longitudinal/microgenetic research at the Portland State Lab School.  Paper presented at the Meeting of the Minds Research Symposium.  December 9-11, Sacramento, CA.

Kurzet, R. (2004).   A professional development approach to understanding dyadic interaction and language acquisition.  Colloquium presented at the American Association for Applied Linguistics (AAAL), May 1-4, 2004, Portland, Oregon.

Kurzet, R. &  Bingman, B.  (2004).  Evidence-based Practice and Professional Development. Paper presented at the Meeting of the Minds Research Symposium.  December 9-11, Sacramento, CA.

Reder, S.  (2004).   Practice-informed research design for Adult ESOL.  Colloquium presented at the American Association for Applied Linguistics (AAAL), May 1-4, 2004, Portland, Oregon.

Banke, S. & Brillanceau, D.  (2003).  Implementing a sustained silent reading program with adult learners.  Presentation at annual Oregon Teachers of English to Speakers of Other Languages (ORTESOL) state conference, Portland, OR, November 7-8.

Banke, S., Harris, K. & Kurzet, R. (2003, November). Sustained silent reading for low-level adult English language learners. Paper presented at the ORTESOL conference, Portland, Oregon.

Brillanceau, D. (2003). Evidence-based research under the microscope. Panel presentation at the International Teachers of English to Speakers of Other Languages (TESOL) conference, Baltimore, MD, March 2003.

Disbrow-Chen, R. & Ouellette, S. (2003, November). Planning pair activities for diverse groups of students. Paper presented at the ORTESOL conference, Portland, Oregon.

Hellermann, J.  (2003).  Interactional practices for a series of three-turn sequences in classroom talk.  Paper presented at the annual meeting of the National Communication Association, Miami Beach, FL, November 19-23.

Hellermann, J.  (2003). Practice, research, and professional development: Research at the Portland State ESOL Lab School.  Presentation at annual ORTESOL state conference, Portland, OR, November 7-8.

Kurzet, R., Harris, K., & Banke, S.  (2003).  Sustained silent reading for low-level adult English language learners.  Presentation at annual ORTESOL state conference, Portland, OR, November 7-8.

Reder, S. (2003). Adult literacy and ESOL research at NCSALL. Invited presentation at the 2003 National Meeting of Adult Education State Directors. Portland, OR: April 23-26, 2003.

Reder, S.  (2003).  A new multimedia adult English learner corpus for SLA research. Paper presented at the Second Language Research Forum, Tucson AZ, October 16-19.

Reder, S., Harris, K., & Kurzet, R. (2003). The national adult ESOL labsite. Presentation at the national Commission on Adult Basic Education (COABE) conference, Portland OR, April 27-30, 2003.

Banke, S. & Brillanceau, D. (2002). PSU/PCC lab school research associates. Presentation at annual ORTESOL state conference, Salem OR, November 9, 2002.

Brillanceau, D. (2002). A visual diary of learning: LaiTsu, literacy student. Presentation at annual ORTESOL state conference, Salem OR, November 9, 2002.

Kurzet, R., Harris, K. Brillanceau, D., Banke, S., Setzler, K & Rowe, K. (2002) Using a labsite video database for professional development. Presentation at annual Teachers of English to Speakers of Other Languages (TESOL) conference, Salt Lake City, UT, April 9-13, 2002.

Kurzet, R. (2002). Improving adult ESOL faculty and program status. Presentation at annual Teachers of English to Speakers of Other Languages (TESOL) conference, Salt Lake City, UT, April 9-13, 2002.

Banke, S. Brillanceau, D. & Rowe, K. (2002) Adult ESOL labsite practitioner-research associates. Presentation at annual Teachers of English to Speakers of Other Languages (TESOL) conference, Salt Lake City, UT, April 9-13, 2002.

Harris, K. (2002). A new framework for coding activity in the ESOL classroom. Presentation at the American Association of Applied Linguistics (AAAL) annual conference, Salt Lake City, UT. April 6-9, 2002.

Reder, S. (2002). Overview of the Lab School, classroom corpus, and "ClassAction" tools. Presentation at the American Association of Applied Linguistics (AAAL) annual conference, Salt Lake City, UT. April 6-9, 2002.

Reder, S. & Harris, K., Crandall, J., Larsen-Freeman, D. & Wrigley, H.S. (2002). The adult ESOL labsite in TESOL's future. Presentation at annual Teachers of English to Speakers of Other Languages (TESOL) conference, Salt Lake City, UT, April 9-13, 2002.

Reder, S., Harris, K., Lynch, B., & Terdal, M. (2002) An introduction of the adult ESOL labsite. Presentation at annual Teachers of English to Speakers of Other Languages (TESOL) conference, Salt Lake City, UT, April 9-13, 2002.

Setzler, K. (2002). Large-scale transcription of language in the ESOL classroom. Presentation at the American Association of Applied Linguistics (AAAL) annual conference, Salt Lake City, UT. April 6-9, 2002.

Kurzet, R., Harris, K. Brillanceau, D., Banke, S., & Reder, S. (2001). PSU/PCC adult ESL lab school: Using video clips of teachable moments for professional development. Presentation at annual ORTESOL state conference, Albany OR, October 26, 2001.