Soria E Colomer
Datos Biográficos
| ID | 4861034 |
|---|---|
| NOMBRE | Soria E Colomer |
| NOMBRES | Soria E |
| APELLIDO | Colomer |
| FIRMA | COLOMER S E |
| AFILIACIONES | Oregon State University |
| ORCID | 0000-0002-3945-7759 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAS | 69 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2009 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 5 |
Healing the Bilingual Bodymindspirit
This article examines the role of emotions in bilingual teacher educators’ biliteracy trajectories, arguing that emotions are central—not peripheral—to theorizing critical biliteracies. Guided by the questions, What role did emotions play in our biliteracy journeys? and What do our emotions reveal about inequitable school systems?, we engaged in virtual pláticas en acompañamiento to share and analyze our life-long biliteracy experiences. Using te…
Negotiating Racialized Discourses and Navigating Racism in U.S. Schools
This article draws on Asian Critical Theory (AsianCrit) and racial literacy to examine how Chinese immigrant parents in one U.S. metropolitan area negotiated their parenting identity, and how they addressed racism faced by their children at school. Our analysis of interview data indicated that while some parents internalized “Tiger Mom” and model minority discourses and focused exclusively on their children's academic success, others countered su…
Biliteracy as Property
A majority of U.S. states have established a “Seal of Biliteracy” (SoBL) to recognize students’ multilingualism. Primarily under the purview of bilingual and world language education, the field of literacy research has remained largely silent on these seals. Yet, the authority these seals grant to state institutions for credentialing literacy has substantial implications for literacy research. This study analyzes 23 states that established a SoBL…
Seal of Biliteracy Graduates Get Critical
Research has suggested that U.S. K–12 dual‐language and Seal of Biliteracy programs do not benefit all students equally in their recognition of students’ multilingual competencies. The authors explored the perspectives of high school Seal of Biliteracy graduates: how they conceptualized the seal and the benefits that they had or had not derived from attaining it. Through a framework of critical biliteracies, the authors drew on interview data wit…
Being Culturally Responsive in a Formative Evaluation of a Professional Development School
While evaluators have explored the implementation of culturally responsive evaluation (CRE), the failures of applying CRE are less often told. In this article, we use a reflective case narrative to explore our successes and failures in implementing our CRE approach, including an educative stance. We draw on a formative evaluation of a district–university partnership during its first year. Our analysis of the reflective case narrative makes transp…
Biliteracy of African American and Latinx Kindergarten Students in a Dual-Language Program
This article uses a translanguaging framework, together with critical case sampling and qualitative analysis, to explore how six students approached literacy in an integrated dual-language (DL) program in a low-income, working-class, predominantly African American school. Students’ translanguaging practices encompassed a broad repertoire of features that included home language, academic language, metalinguistic awareness, and lived experiences ac…
Double Binds and (Re)Imagined Storylines
Latinx teachers have been positioned as both role models and agents of change in schooling communities that are often racially contentious. As members of both the Latinx community and the school community, Latinx teachers have the agency to (re)define storylines by either submitting to or resisting positioning acts. Storylines discussed in this article may mirror the circumstances in which many Latinx teachers find themselves when they face a sys…
Understanding racial literacy through acts of (un)masking
As Latinx teachers are recruited to work in U.S. schools, a continued agenda to understand their experiences is warranted. This multiple case study considers the storytelling of six Latinx teachers in a new Latinx diaspora community. It documents both their racial literacy (the ability to resolve racially stressful issues) and their experiences with (un)masking (literal and figurative ways to cover or embrace racial markers). This study reveals t…
“There Are No Known Benefits . . .”
Institutional review boards (IRBs) are responsible for weighing the risks and benefits of research participation. Qualitative researchers note numerous instances where IRB ethical frameworks fail to align with the ethics of their research projects and point out that IRB understandings of the benefits and risks of research often differ from those of the participants they seek to protect. This qualitative cross-case research investigates participan…
A Dialogue among Bilingual Language Educators
Although more women than men enroll in U.S. doctoral programs (U.S. Department of Education, 2009), they, especially ethnic minorities, are less likely to obtain a doctoral degree (V. Castro, Garcia, Cavazos, & A. Y. Castro, 2011). Challenges associated with work-life balance in graduate school are more pronounced among women and international students (Brus, 2006; Haynes et al., 2012; Oswalt & Riddock, 2007), thus, these students often struggle …
Positioning Spanish Teachers as Ad Hoc Esol Teachers
Participants' experiences of the qualitative interview
We used a multiple-case study to investigate participants' experiences in interviews from six qualitative studies that differed in interview orientations, designs, methods, participants, and topics. Roulston's (2010a, 2010b) interview orientation heuristic guided our 'paradigm-driven' analysis of participants' experiences. We found no differences in participants' articulation of benefits and risks by interview orientation. Participants' experienc…
Latina Spanish High School Teachers’ Negotiation of Capital in New Latino Communities
Based on a qualitative study documenting how Spanish teachers bear an especially heavy burden as unofficial translators, interpreters, and school representatives, this article documents how some Latina high school Spanish teachers struggle to form social networks with Latino students in new Latino school communities. Employing social frameworks, the author uses data from semi-structured interviews with six north Georgia Latina high school Spanish…
Dual Role Interpreters
This article is based on a qualitative study documenting how Spanish teachers, as some of the few Spanish-speaking educators in new Latino diaspora communities, bear an especially heavy burden as dual role interpreters and unofficial school representatives. Drawing from the semistructured interview data of twenty-six north Georgia educators, I show how some Spanish teachers struggle to understand and interpret both the variety of Spanish spoken b…
Spanish Teachers as Impromptu Translators and Liaisons in New Latino Communities
Recent shifts in immigrant settlement patterns are bringing new Latino communities to areas of the Midwest and Southeast that are unaccustomed to educating multilingual students. Schools in these areas often lack resources for communicating with students and their families. In this article we document how Spanish teachers in new Latino communities are being asked to serve as unofficial translators and interpreters in many contexts. We further sho…
Participants' experiences of the qualitative interview
We used a multiple-case study to investigate participants' experiences in interviews from six qualitative studies that differed in interview orientations, designs, methods, participants, and topics. Roulston's (2010a, 2010b) interview orientation heuristic guided our 'paradigm-driven' analysis of participants' experiences. We found no differences in participants' articulation of benefits and risks by interview orientation. Participants' experienc…
Double Binds and (Re)Imagined Storylines
Latinx teachers have been positioned as both role models and agents of change in schooling communities that are often racially contentious. As members of both the Latinx community and the school community, Latinx teachers have the agency to (re)define storylines by either submitting to or resisting positioning acts. Storylines discussed in this article may mirror the circumstances in which many Latinx teachers find themselves when they face a sys…
Understanding racial literacy through acts of (un)masking
As Latinx teachers are recruited to work in U.S. schools, a continued agenda to understand their experiences is warranted. This multiple case study considers the storytelling of six Latinx teachers in a new Latinx diaspora community. It documents both their racial literacy (the ability to resolve racially stressful issues) and their experiences with (un)masking (literal and figurative ways to cover or embrace racial markers). This study reveals t…
Spanish Teachers as Impromptu Translators and Liaisons in New Latino Communities
Recent shifts in immigrant settlement patterns are bringing new Latino communities to areas of the Midwest and Southeast that are unaccustomed to educating multilingual students. Schools in these areas often lack resources for communicating with students and their families. In this article we document how Spanish teachers in new Latino communities are being asked to serve as unofficial translators and interpreters in many contexts. We further sho…
Being Culturally Responsive in a Formative Evaluation of a Professional Development School
While evaluators have explored the implementation of culturally responsive evaluation (CRE), the failures of applying CRE are less often told. In this article, we use a reflective case narrative to explore our successes and failures in implementing our CRE approach, including an educative stance. We draw on a formative evaluation of a district–university partnership during its first year. Our analysis of the reflective case narrative makes transp…
Biliteracy of African American and Latinx Kindergarten Students in a Dual-Language Program
This article uses a translanguaging framework, together with critical case sampling and qualitative analysis, to explore how six students approached literacy in an integrated dual-language (DL) program in a low-income, working-class, predominantly African American school. Students’ translanguaging practices encompassed a broad repertoire of features that included home language, academic language, metalinguistic awareness, and lived experiences ac…
Latina Spanish High School Teachers’ Negotiation of Capital in New Latino Communities
Based on a qualitative study documenting how Spanish teachers bear an especially heavy burden as unofficial translators, interpreters, and school representatives, this article documents how some Latina high school Spanish teachers struggle to form social networks with Latino students in new Latino school communities. Employing social frameworks, the author uses data from semi-structured interviews with six north Georgia Latina high school Spanish…
Dual Role Interpreters
This article is based on a qualitative study documenting how Spanish teachers, as some of the few Spanish-speaking educators in new Latino diaspora communities, bear an especially heavy burden as dual role interpreters and unofficial school representatives. Drawing from the semistructured interview data of twenty-six north Georgia educators, I show how some Spanish teachers struggle to understand and interpret both the variety of Spanish spoken b…
Negotiating Racialized Discourses and Navigating Racism in U.S. Schools
This article draws on Asian Critical Theory (AsianCrit) and racial literacy to examine how Chinese immigrant parents in one U.S. metropolitan area negotiated their parenting identity, and how they addressed racism faced by their children at school. Our analysis of interview data indicated that while some parents internalized “Tiger Mom” and model minority discourses and focused exclusively on their children's academic success, others countered su…
Positioning Spanish Teachers as Ad Hoc Esol Teachers
Spanish Teachers as Impromptu Translators and Liaisons in New Latino Communities
Recent shifts in immigrant settlement patterns are bringing new Latino communities to areas of the Midwest and Southeast that are unaccustomed to educating multilingual students. Schools in these areas often lack resources for communicating with students and their families. In this article we document how Spanish teachers in new Latino communities are being asked to serve as unofficial translators and interpreters in many contexts. We further sho…
Dual Role Interpreters
This article is based on a qualitative study documenting how Spanish teachers, as some of the few Spanish-speaking educators in new Latino diaspora communities, bear an especially heavy burden as dual role interpreters and unofficial school representatives. Drawing from the semistructured interview data of twenty-six north Georgia educators, I show how some Spanish teachers struggle to understand and interpret both the variety of Spanish spoken b…
Latina Spanish High School Teachers’ Negotiation of Capital in New Latino Communities
Based on a qualitative study documenting how Spanish teachers bear an especially heavy burden as unofficial translators, interpreters, and school representatives, this article documents how some Latina high school Spanish teachers struggle to form social networks with Latino students in new Latino school communities. Employing social frameworks, the author uses data from semi-structured interviews with six north Georgia Latina high school Spanish…
A Dialogue among Bilingual Language Educators
Although more women than men enroll in U.S. doctoral programs (U.S. Department of Education, 2009), they, especially ethnic minorities, are less likely to obtain a doctoral degree (V. Castro, Garcia, Cavazos, & A. Y. Castro, 2011). Challenges associated with work-life balance in graduate school are more pronounced among women and international students (Brus, 2006; Haynes et al., 2012; Oswalt & Riddock, 2007), thus, these students often struggle …
Positioning Spanish Teachers as Ad Hoc Esol Teachers
Participants' experiences of the qualitative interview
We used a multiple-case study to investigate participants' experiences in interviews from six qualitative studies that differed in interview orientations, designs, methods, participants, and topics. Roulston's (2010a, 2010b) interview orientation heuristic guided our 'paradigm-driven' analysis of participants' experiences. We found no differences in participants' articulation of benefits and risks by interview orientation. Participants' experienc…
“There Are No Known Benefits . . .”
Institutional review boards (IRBs) are responsible for weighing the risks and benefits of research participation. Qualitative researchers note numerous instances where IRB ethical frameworks fail to align with the ethics of their research projects and point out that IRB understandings of the benefits and risks of research often differ from those of the participants they seek to protect. This qualitative cross-case research investigates participan…
Understanding racial literacy through acts of (un)masking
As Latinx teachers are recruited to work in U.S. schools, a continued agenda to understand their experiences is warranted. This multiple case study considers the storytelling of six Latinx teachers in a new Latinx diaspora community. It documents both their racial literacy (the ability to resolve racially stressful issues) and their experiences with (un)masking (literal and figurative ways to cover or embrace racial markers). This study reveals t…
Double Binds and (Re)Imagined Storylines
Latinx teachers have been positioned as both role models and agents of change in schooling communities that are often racially contentious. As members of both the Latinx community and the school community, Latinx teachers have the agency to (re)define storylines by either submitting to or resisting positioning acts. Storylines discussed in this article may mirror the circumstances in which many Latinx teachers find themselves when they face a sys…
Seal of Biliteracy Graduates Get Critical
Research has suggested that U.S. K–12 dual‐language and Seal of Biliteracy programs do not benefit all students equally in their recognition of students’ multilingual competencies. The authors explored the perspectives of high school Seal of Biliteracy graduates: how they conceptualized the seal and the benefits that they had or had not derived from attaining it. Through a framework of critical biliteracies, the authors drew on interview data wit…
Being Culturally Responsive in a Formative Evaluation of a Professional Development School
While evaluators have explored the implementation of culturally responsive evaluation (CRE), the failures of applying CRE are less often told. In this article, we use a reflective case narrative to explore our successes and failures in implementing our CRE approach, including an educative stance. We draw on a formative evaluation of a district–university partnership during its first year. Our analysis of the reflective case narrative makes transp…
Biliteracy of African American and Latinx Kindergarten Students in a Dual-Language Program
This article uses a translanguaging framework, together with critical case sampling and qualitative analysis, to explore how six students approached literacy in an integrated dual-language (DL) program in a low-income, working-class, predominantly African American school. Students’ translanguaging practices encompassed a broad repertoire of features that included home language, academic language, metalinguistic awareness, and lived experiences ac…
Biliteracy as Property
A majority of U.S. states have established a “Seal of Biliteracy” (SoBL) to recognize students’ multilingualism. Primarily under the purview of bilingual and world language education, the field of literacy research has remained largely silent on these seals. Yet, the authority these seals grant to state institutions for credentialing literacy has substantial implications for literacy research. This study analyzes 23 states that established a SoBL…
Negotiating Racialized Discourses and Navigating Racism in U.S. Schools
This article draws on Asian Critical Theory (AsianCrit) and racial literacy to examine how Chinese immigrant parents in one U.S. metropolitan area negotiated their parenting identity, and how they addressed racism faced by their children at school. Our analysis of interview data indicated that while some parents internalized “Tiger Mom” and model minority discourses and focused exclusively on their children's academic success, others countered su…
Healing the Bilingual Bodymindspirit
This article examines the role of emotions in bilingual teacher educators’ biliteracy trajectories, arguing that emotions are central—not peripheral—to theorizing critical biliteracies. Guided by the questions, What role did emotions play in our biliteracy journeys? and What do our emotions reveal about inequitable school systems?, we engaged in virtual pláticas en acompañamiento to share and analyze our life-long biliteracy experiences. Using te…
Sociology (13 obras) · Pedagogy (11 obras) · Multilingual Education and Policy (10 obras) · Psychology (10 obras) · Political science (6 obras) · Critical Race Theory in Education (5 obras) · Gender Studies (4 obras) · Literacy (4 obras) · Mathematics education (4 obras) · Neuroscience of multilingualism (4 obras)