TESOL and Bilingual Education
College of Education and Behavioral Sciences
Bilingual education; second language acquisition; translanguaging practices and pedagogy; student identity negotiation and positioning; classroom discourse analysis; language ideologies; professional development for teachers working with culturally and linguistically diverse students; functional linguistics / genre approaches to writing instruction
Hamman-Ortiz, L. (accepted). Beyond binaries in two-way bilingual education: The promise of collaborative bilingual identity texts. In L. Shepard-Carey & Z. Tian (Eds.), (Re)imagining the future of translanguaging pedagogies in classrooms through researcher-practitioner collaboration. Multilingual Matters.
Hamman-Ortiz, L., & Palmer, D. (2020). Student perspectives on two-way bilingual education: Introduction to the special issue. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2020.1819096
Hamman-Ortiz, L. (2020). Becoming bilingual in two-way immersion: Patterns of investment in a second-grade classroom. International Journal of Bilingual Education and Bilingualism, https://doi.org/10.1080/13670050.2020.1783637
Santiago Schwarz, V., & Hamman-Ortiz, L. (2020). Systemic functional linguistics, teacher education, and writing outcomes for U.S. English learners: A review of the literature. Journal of Second Language Writing, 40(100727), 1-12. https://doi.org/10.1016/j.jslw.2020.100727
Hamman-Ortiz, L. (2019). Troubling the “two” in two-way bilingual education. Bilingual Research Journal, 42(4), 387–407. https://doi.org/10.1080/15235882.2019.1686441
Bernstein, K. & Hamman-Ortiz, L. (2019) Bilingualism and multilingualism. In S. Laviosa & M. González-Davies. The Routledge Handbook of Translation and Education. Routledge.
Hamman, L. (2018). Translanguaging and positioning in dual language immersion: A case for criticality. Language and Education. 32(1), 21-42. https://doi.org/10.1080/09500782.2017.1384006
Compton-Lilly, C., Papoi, K., Venegas, P., Hamman, L., & Schwabenbauer, B. (2017). Intersectional identity negotiation: The case of young immigrant children. Journal of Literacy Research. 49(1), 115-140. https://doi.org/10.1177/1086296X16683421
Hamman, L. (2018). Bilingualism for all?: Interrogating language and equity in dual language education in Wisconsin. In J. A. Crandall & K. M. Bailey (Eds.), Global perspectives on educational language policies (pp. 141-152).Routledge.
Compton-Lilly, C., Papoi, K., Venegas, P., Hamman, L., & Schwabenbauer, B. (2017). Intersectional identity negotiation: The case of young immigrant children. Journal of Literacy Research. 49(1), 115-140. https://doi.org/10.1177/1086296X16683421