Dr. Laura Hamman-Ortiz is an educational linguist whose research explores how to effectively and equitably support language and literacy learning in bilingual classrooms. She is currently a Post-Doctoral Research Associate with the BUENO Center for Multicultural Education and the Department of Educational Equity and Cultural Diversity (EECD) within the School of Education at the University of Colorado-Boulder. In this role, Dr. Hamman-Ortiz is collaborating with Dr. Millie Gort and Dr. Vanessa Schwarz on a three-year design-based research study that explores the impact of a genre-based approach to writing instruction for emergent bilingual students.
Dr. Hamman-Ortiz is also part-time faculty with the English as a New Language (ENL) program within the Alliance for Catholic Education (ACE) at the University of Notre Dame. In this position, she teaches graduate-level courses on second language acquisition, supports two-way immersion program development at Holy Cross Elementary School (South Bend, IN), and leads professional development workshops on ENL methods for Catholic school teachers around the country.
Ph.D., Curriculum and Instruction, University of Wisconsin-Madison, 2018
M.Ed., Elementary Education, University of Notre Dame, 2009
B.A., English and Spanish, University of Notre Dame, 2007
ARTICLES IN REFEREED JOURNALS
Hamman, L. (2018). Translanguaging and positioning in dual language immersion: A case for criticality. Language and Education. 32(1), 21-42. http://dx.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). https://doi.org/10.1177/1086296X16683421
CHAPTERS IN EDITED COLLECTIONS
Hagerman, D., Hamman, L., & Shedrow, S. (forthcoming) Immigrant children conceptualizing reading: The cases of Carlos, Felipe, and Elina. In C. Compton-Lilly (Ed.), The elementary years: A longitudinal look at literacy and language practices of immigrant children (working title). New York, NY: Routledge.
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). New York, NY: Routledge.
Compton-Lilly, C., Papoi, K., Shedrow, S., & Hamman, L. (2017). Longitudinal case study research: Understanding literacy and identity practices of children in immigrant families in the American Mid-west. SAGE Research Methods Cases.