Christina Ortmeier-HooperWriting Across Culture and Language
Inclusive Strategies for Working with Ell Writers in the Ela Classroom
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Christina Ortmeier-Hooper (Ph.D., University of New Hampshire) is an associate professor of English and incoming Director of the NH Literacy Institutes. She has served as the Director of Composition for the first-year writing program, and she is a leader of the UNH School-University Dialogues on College-Readiness and Writing initiative. She began her teaching career as an English language arts and ESL teacher in the public schools, and her research areas continued to reflect her investment in school-university collaborations, writing teacher education, and immigrant adolescent literacy. At UNH, Ortmeier-Hooper teaches in the undergraduate writing program (first-year writing, introduction to creative non-fiction) and in the English graduate program. At the graduate level, she has taught courses in research methods in composition, second language (L2) writing, literacy and identity, sheltered instruction, the teaching of writing, and composition theory. She has served as chair of the CCCC Committee on Second Language Writing and is the founding chair of the TESOL Second Language Writing Interest Section. Ortmeier-Hooper has edited four collections focused on research in second language writing, including Linguistically Diverse Immigrant and Resident Writers: Transitions from High School to College (Routledge, 2017 with Todd Ruecker), Reinventing Identities in Second Language Writing (NCTE Press, 2010 with Michelle Cox, Jay Jordan, and Gwen Gray Schwartz) and The Politics of Second Language Writing: The Search for a Promised Land (Parlor Press, 2006 with co-editors Paul Kei Matsuda and Xiaoye You). Her work has also been published in English Journal, TESOL Journal, the Journal of Second Language Writing, and College Composition and Communication. Her books include The ELL Writer: Moving Beyond Basics in the Secondary Classroom (Teachers College Press, 2013) and Writing Across Language and Culture (National Council of Teachers, 2017).
