Soria Colomer
Joyce Collin Furman Hall 301D
200 SW 15th Street
Corvallis, OR 97331
United States
Dr. Colomer majored in Spanish and Economics at Millsaps College, where her experience as a Ford Fellow in the Spanish Department sparked her interest to become a teacher. Upon graduation, she joined the Mississippi Teacher Corps, and attained National Board Certification as a high school teacher. She later received a Ph.D. in Language & Literacy Education at the University of Georgia. Prior to joining the College of Education at Oregon State University, Dr. Colomer was Assistant Professor of ESOL/Foreign Language Education at the University of South Florida.
Soria is committed to transforming the educational landscape for marginalized youth and exploring the negotiation of language and identity in new immigrant communities. Her research explores 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.
Selected Publications
Colomer, S. E., & Bacon, C. (2019). Seal of Biliteracy graduates get critical: Incorporating critical biliteracies in dual languageprograms and beyond. Journal of Adolescent & Adult Literacy.
Colomer, S. E. (2019). Double binds and (re)imagined storylines: Las obligaciones of being a Latina teacher in a new Latinx community. Theory into Practice.
Bauer, E., Colomer, S. E., & Wiemelt, J. (2018). Biliteracy of African Americans and Latinas/os in a Kindergarten DL Program: Understanding Students' Translanguaging Practices Across Informal Assessments. Urban Education.
Colomer, S. E. (2018). Understanding racial literacy through acts of (un)masking: Latinx teachers in a new Latinx Diaspora Community. Race, Ethnicity and Education, 1-17. DOI: 10.1080/13613324.2018.1468749
Bauer, E., Presiado, V., & Colomer, S. E. (2017). Writing through partnership: Fostering translanguaging in children who are emergent bilinguals. Journal of Literacy Research. 1-28.
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.