Dr. Laura Hamman-Ortiz is an Assistant Professor of TESOL and Bilingual Education in the School of Teacher Education at the University of Rhode Island. She has spent her career working with multilingual learners and their teachers, first as an elementary and secondary English teacher (in Indiana, Texas, Illinois, and Chile) and now as a teacher educator and educational researcher. In her teaching, research, and service, she is committed to cultivating more critically-oriented, affirming, and inclusive learning spaces for multilingual students, particularly in/through bilingual education.
Dr. Hamman-Ortiz's research explores the language and literacy learning experiences of elementary emergent bilingual students. She is particularly interested in understanding how young learners make sense of be(com)ing bilingual at school and the role of translanguaging pedagogies in cultivating more equity-oriented and dynamic spaces for language learning. Her work is ethnographic, classroom-based, discourse analytic, and partnership-oriented.
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
Hamman-Ortiz, L. (2023). “Because we are bilingual”: Transcending binaries in two-way immersion through 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.
JOURNAL ARTICLES (REFEREED)
Mendoza, A., Hamman-Ortiz, L., Rajendram, S., Tian, Z., Tai, K. W. H., Ho, W. Y., Sah, P., Poza, L. (2023). Sustaining critical approaches to translanguaging research in education. TESOL Quarterly. Advance online publication. https://onlinelibrary.wiley.com/doi/full/10.1002/tesq.3240
Hamman-Ortiz, L., Santiago Schwarz, V., Hamm Rodriguez, M., & Gort, M. (2023). Engaging teachers in genre-based pedagogy for writing arguments: A case study of shifts in practice and understanding. TESOL Quarterly. 57(2), 402-432. https://doi.org/10.1002/tesq.3156
Wolbers, K., Holcomb, L., & Hamman-Ortiz, L. (2023) Translanguaging framework for deaf education. Languages. 8(1), 59. https://www.mdpi.com/2226-471X/8/1/59
Hamman-Ortiz, L., & Palmer, D. (2023). Student perspectives on two-way bilingual education: Introduction to the special issue. International Journal of Bilingual Education and Bilingualism, 26(1), 1-6. https://doi.org/10.1080/13670050.2020.1819096
Hamman-Ortiz, L. (2023). Becoming bilingual in two-way immersion: Patterns of investment in a second-grade classroom. International Journal of Bilingual Education and Bilingualism, 26(1), 69-83. https://doi.org/10.1080/13670050.2020.1783637
Hamman-Ortiz, L., Lichon, K., Roach, C., & Harty, P. S. (2022). Strengthening and sustaining dual language education in Catholic schools. Journal of Catholic Education, 25(2), 136–166. 10.15365/ joce.2502082022
Hamman-Ortiz, L. & Prasad, G. (2022). Reimagining bilingual education: A linguistically expansive orientation. Journal of Language, Identity, and Education. Advance online publication. https://doi.org/10.1080/15348458.2022.2147526