Emily A. Hellmich completed her PhD in Education at the University of California, Berkeley in 2017 and her MA in French Cultural Studies at Columbia University in 2010. Her work focuses on the intersection of globalization, digital technology, and language education, and she has published in the fields of applied linguistics, CALL, and education. Questions central to her research and teaching agendas are: How does our global, digital world impact the way foreign languages are taught, learned, and used? How can the way we teach foreign languages prepare students for that increasingly globalized, digitized world?
Dr. Hellmich’s current research project examines how university students understand and use different online resources in language learning. This project was awarded a CERCLL Faculty Research Grant in 2020.
Dr. Hellmich’s teaching interests include undergraduate-level courses (French language and literature; written composition; global education) as well as graduate-level courses (theories and methods of second language acquisition and of digital technology in language learning).
Recent Publications & Projects
Vinall, K., & Hellmich, E.A. (in press). Down the rabbit hole: Metaphor, machine translation, and instructor identity/agency. Second Language Research & Practice.
Hellmich, E.A., Castek, J., Smith, B., Floyd, R., & Wen, W. (2021). Student perspectives on multimodal composing in the L2 classroom: Tensions with audience, media, learning, and sharing. English Teaching: Practice & Critique. https://doi.org/10.1108/ETPC-07-2020-0082 [Project website is here.]
Hellmich, E., & Vinall, K. (2021). FL instructor beliefs about machine translation: ecological insights to guide research and practice. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 11(4), 1-18. http://doi.org/10.4018/IJCALLT.2021100101
Klimanova, L.K., & Hellmich, E.A. (2021). Crossing transcultural liminalities with critical virtual exchange: a study of shifting border discourses. Critical Inquiry in Language Studies. https://doi.org/10.1080/15427587.2020.1867552
Klimanova, L. & Hellmich E.A. (2021) Putting local on the MAP: A model for engaging foreign language students with local cultures. Foreign Language Annals. 54. 158–184. https://doi.org/10.1111/flan.12493
Hellmich, E.A. (2020). Dresser un pont: la compétence sémiotique comme lien entre la littérature et le numérique. The French Review, 94(1). 109-125.
Hellmich, E.A. (2019). CALL beliefs in context: A study of US high school foreign language learners. Computer-Assisted Language Learning. DOI: 10.1080/09588221.2019.1643739
Hellmich, E. A. (2019). A critical look at the bigger picture: macro-level discourses of language & technology in the US. CALICO, 36(1), 39–58.
Hellmich, E. A. (2018). Language learning in a global world: A case study of foreign languages in US K-8 education. Foreign Language Annals, 51(2), 313–330.
Hull, G., & Hellmich, E.A. (2018). Locating the global: Schooling in an interconnected world. Teachers College Record (120)3, 1-36.
Bernstein, K., Hellmich, E.A., Katznelson, N., Shin, J., & Vinall, K. (2015). Introduction to special issue: critical perspectives on neoliberalism in second/foreign language education. L2 Journal, 7(3), 3–14.
Ware, P. & Hellmich, E.A. (2014). CALL in the K-12 Context: Language learning outcomes and opportunities. CALICO, 31(2), 140-157.
Stornaiuolo, A., DiZio, J.K., & Hellmich, E.A. (2013). Expanding community: Youth, social networking, and schools. Comunicar (20) 40, 79-87.
FREN280: Introduction to French language, linguistics, & culture
FREN320: Written French in cultural contexts
FREN/SLAT 581: Technology and foreign language learning