Books

Compton-Lilly, C., Shedrow, S., Hagerman, D., Hamman-Ortiz, L., Chi, Y.K., Kim, J., Lee, S.Y., Papoi, K., Quast, E., Tiara, B.W., Zheng, B. (2022) Children in immigrant families becoming literate: A window into identity construction, transnationality, and schooling, Routledge.

Journal Articles (Refereed)

Mendoza, A., Hamman-Ortiz, L., Rajendram, S., Tian, Z., Tai, K. W. H., Ho, W. Y., Sah, P., Poza, L. (forthcoming). Sustaining critical approaches to translanguaging research in education. TESOL Quarterly.

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

Hamman-Ortiz, L., Santiago Schwarz, V., Hamm Rodriguez, M., & Gort, M. (2022). Engaging teachers in genre-based pedagogy for writing arguments: A case study of shifts in practice and understanding. TESOL Quarterly. Advance online publication. https://doi.org/10.1002/tesq.3156

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

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

Compton-Lilly, C., Papoi, K., Shedrow, S., & Hamman, L. (2016). Longitudinal case study research: Understanding literacy and identity practices of children in immigrant families in the American Mid-west. SAGE Research Methods Cases.

Book Chapters

Hamman-Ortiz, L. (forthcoming). “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.

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). 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.

Magazine Articles, Blogs, and Other Publications

Hamman, L. (2021, October).Honoring and leveraging students’ home languages in the classroom. Center for Literacy Education Blog Mini-Series. Institute for Educational Initiatives. University of Notre Dame.

Hamman-Ortiz, L. (2019, February).Rethinking effective writing instruction for English learners: The promise of genre-based pedagogy. Center for Literacy Education Blog. Institute for Educational Initiatives. University of Notre Dame.

Hamman-Ortiz, L. (2019, December). Unpacking translanguaging. Educational Leadership. 77(4), 64-66. ASCD.

Hamman, L., Beck, E., & Donaldson, A. (2018, August) A pedagogy of translanguaging. Language Magazine, 36-39.

In Preparation

Hamman-Ortiz, L. (revising). Making space to do being bilingual: The promise of collaborative bilingual identity texts. Language and Education.

Hamman-Ortiz, L. (revising). Cultivating a critical translanguaging space in dual language bilingual classrooms. Modern Language Journal.

Hamman-Ortiz, L., Tian, Z., Palmer, D., Poza, L., *Ayala, G., & Dougherty, C. (preparing). Translanguaging in U.S. PK-12 classrooms: A critical review of the literature. Review of Educational Research.

Hamman-Ortiz, L., Santiago Schwarz, V., *Snow Balderas, M.B., *Hamm-Rodríguez, M., Stillman, J., & Gort, M. (preparing). Centering writing instruction for emergent bilinguals in an era of accountability: Challenges and possibilities for teacher agency and learning. Journal of Literacy Research.