Colleen Hamilton
Title:
Associate Professor of ESL/Bilingual Education
National College of Education
Programs/Classes Taught:
Graduate level courses in English as a Second Language and Bilingual Education foundations, Methods, Assessment, and Linguistics; Doctoral courses in Bilingualism and Second Language Learning
Areas of Expertise:
Bilingualism and Schooling, Second Language Acquisition, Language Education and Pedagogy, Culturally and Linguistically Diverse populations and contexts, College Access, Hispanic-Servingness, Chicana Feminist approaches
Biography:
Dr. Colleen Hamilton is a language teacher educator with expertise in Second Language Acquisition, Applied Linguistics, and Bilingual Education. Through teacher training, she prepares future educators and scholars to design learning and inquiry in culturally and linguistically diverse schooling contexts. Her research investigates those same contexts for promising pedagogies and practices that advance language equity for bilingual learners in U.S. schools.
Dr. Hamilton’s pedagogical expertise spans immersion, sheltered, content-language integrated, plurilingual, and multiliteracies instructional approaches that she has implemented in Bilingual, English as a Second Language, and World Language Education in K-16 and adult/community settings in the U.S., France, and Spain. Dr. Hamilton’s teaching enhances educators’ dispositions and skills to foster effective, culturally and linguistically sustaining learning environments where student learning, bilingualism, and wellbeing can flourish.
Dr. Hamilton’s scholarship leverages critical approaches in language and education to understand how bilingual learners can become bilingual teachers through equitable educational opportunities. Through ethnographic, design-based, and case study research with K-16 learners and faculty, Dr. Hamilton asks how bilingual learners sustain their cultural and linguistic identities and practices in U.S. schooling, and how teachers and teacher educators can enhance and transform these schooling experiences.
Dr. Hamilton leads the Language Diversity, Equity, and Inclusion Affinity Group, supported by two internal grants, and the federally funded National Louis University STARTALK teacher preparation program. She develops Masters and Doctoral curriculum and has authored numerous peer-reviewed publications.
Education
PhD, Second Language Acquisition, University of Wisconsin-Madison
MA, Applied Linguistics and Language Acquisition in Multilingual Contexts, University of Barcelona
BA, French, Manchester College
Recent research projects and themes include:
- Language Diversity, Equity, and Inclusion at a Multilingual Hispanic-Serving Institution: Institutional multilingualism, multilingual writing and assessment, race and language in education
- Language Equity in Bilingual Teacher Education: Bilingual/bicultural identities, translanguaging pedagogy, pedagogical innovation
- Translanguaging and Learning in Elementary Bilingual Classrooms: Emergent bilinguals’ translanguaging practices, dual language bilingual education, bilanguaging love
- Bilingual Youths’ Path to College: Sociocritical literacies, Borderlands, schooling trajectories
Hamilton, C., Mendez, W., Goebel, J., & McCarty, R. (under review). Borderlands identities and translanguaging stance in language teacher education. In F. Ehlers-Zavala, M. Back, & Y. Ortega (Eds.), Innovations in the teaching of English and World Languages from a decolonial perspective
Hamilton, C., & Chen, X. (2024). Bridging language education fields through teacher education. Southern Conference on Language Teaching Dimensions, 59, 46-65.
Hamilton, C., McCarty, R., Goebel, J., & Mendez, W. (2023). Design-Based Research to Promote Language Equity in Teacher Education. Association of Literacy Educators and Researchers Yearbook, 44, 79-98.
Pacheco, M., & Hamilton, C. (2020). Bilanguaging Love: Latina/o/x Bilingual Students’ Subjectivities and Sensitivities in Dual Language Immersion Contexts. TESOL Quarterly 54(3), 548-571. https://doi.org/10.1002/tesq.585
Hamilton, C., & Pacheco, M. (2019). Bilingual youth and networks of support: Designing a formula for success on the path to college. In M. Pacheco, P. Z. Morales, & C. Hamilton (Eds.), Transforming Schooling for Second Language Learners: Policies, Pedagogies, and Practices (pp. 199-216). Information Age Publishing.Contact Information:
Chicago campus - 18 S. Michigan Ave.
chamilton7@nl.edu
(312) 261-3392
