Dr. Soria E. Colomer is Assistant Professor of Bilingual Education at Oregon State University. Committed to transforming the educational landscape for marginalized youth, her research explores the negotiation of language and identity in new immigrant communities. In particular, Dr. Colomer considers how language teachers’ perceptions, ethnic identities, and linguistic skills impact their roles and practices in schools with growing emergent bilingual student populations. Her work can be found in the Journal of Literacy Research, TESOL Quarterly, Bilingual Research Journal, Foreign Language Annals, and Qualitative Research, among others.
Bauer, E., Presiado, V., & Colomer, S. E. (in press, 2017). Writing through partnership: How emergent bilinguals foster translanguaging. Journal of Literacy Research.
Bauer, E., & Colomer, S. E. (2016). Biliteracy. In Michael A. Peters (Ed.) Encyclopedia of Educational Philosophy and Theory. Singapore: Springer.
Colomer, S. E. (2015). Positioning Spanish teachers as Ad hoc ESOL teachers. TESOL Quarterly, 49 (2), 393-402.
Harklau, L., & Colomer, S. E. (2015). Defined by language: The role of foreign language departments in Latino education in southeastern new diaspora communities. In E. T. Hamann, S. Wortham, & E. G. Murillo, Jr. (Eds.), Revisiting Education in the New Latino Diaspora: One of Twelve and Rising. Charlotte, NC: Info Age Press.
Colomer, S.E. (2014). Latina Spanish high school teachers’ negotiation of capital in new Latino communities. Bilingual Research Journal, 37 (3), 349-365.
Colomer, S. E. (2010). Dual role interpreters: Spanish teachers in new Latino communities. Hispania, 93, 490-503.
Colomer, S. E., & Harklau, L. (2009). Spanish teachers as impromptu translators and liaisons in new Latino communities. Foreign Language Annals, 42, 658-672.