Articles in Refereed Journals

Hamman-Ortiz, L. (under review). Doing bilingualism in two-way immersion: Envisioning a critical translanguaging space. International Multilingual Research Journal.

Hamman-Ortiz, L., Santiago Schwarz, V., Hamm Rodriguez, M., & Gort, M. (under review). Engaging teachers in genre-based pedagogy for writing arguments: A case study of shifts in practice and understanding. TESOL Quarterly

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

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

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.

Hamman-Ortiz, L. (2019). Troubling the ‘two’ in two-way bilingual education. Bilingual Research Journal. DOI: 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.

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).

Chapters in Edited Collections

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.

Bernstein, K. & Hamman-Ortiz, L. (2019) Bilingualism and multilingualism. The Routledge Handbook of Translation and Education.

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.

Encyclopedia Entries

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.

Articles in Practitioner-Oriented Journals and Magazines

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