Assistant Professor of Bilingual Education
Brian Collins is an Assistant Professor within the Department of Curriculum and Teaching and works to support bilingual education and emergent bilinguals. He holds a Ph.D. from New York University, an M.A. from Middlebury College, and a B.A. from New England College.
Ph.D. New York University
M.A. Middlebury College
B.A. New England College
Courses Currently Teaching at Hunter:
➢ Foundations of Bilingual Education (BILED 701)
➢ Language Assessment for English Language Learners (BILED 717)
➢ Psychology of Language Learning and Teaching (BILED 771)
Dr. Collins’ research focuses on the dual language development of children of immigrants in the U.S. and how language competences interface among dimensions of children’s social, psychological, and academic well-being. His research gives careful consideration to contextual factors in the home and school environment and factors unique to children of immigrants. Dr. Collins is a Co-Investigator on the Harvard Project on Child Language and Developmental Psychiatry (CLDP) which follows over 200 bilingual Latino children in 16 elementary public schools from kindergarten to second grade. Findings from this study have important implications for young Latino children and demonstrate multiple strengths and successful/adaptive pathways, as well as academic and social-emotional problems related to language proficiency. In addition, Dr. Collins is an Associate Investigator on New York State Initiative for Emergent Bilinguals (NYSIEB), a collaborative CUNY project funded by the NYS DOE to support the educational achievements of emergent bilinguals in New York City schools. Dr. Collins is committed to connecting his research to educators, clinicians, and specialists who work with bilingual children of immigrants.
Collins, B. A, O’Connor, E. & Supplee, L. (in-press) Behavior Problems in Elementary School among Low-Income Males: The Role of Teacher-Child Relationships. Journal of Educational Research Toppelberg CO,
Collins B.A. (in press). Dual Language Children: Development, Mental Health, and Clinical Implications. In R. I. Parekh (Ed.), Cultural Sensitivity in Child and Adolescent Mental Health. Boston: Massachusetts General Hospital (MGH) Psychiatry Academy Press.
Collins B. A. (2014). Dual language development of Latino children: Effect of instruction program type and the home and school language use. Early Childhood Research Quarterly, 29(3), 389-397. doi:10.1016/j.ecresq.2014.04.009
Collins B.A., O’Connor, E, Suárez-Orozco, C. & Nieto-Castañon, A., Toppelberg, C.O. (2014). Dual language profiles of Latino children of immigrants: Stability and change over the early school years. Applied Psycholinguistics, 35(03), 581-620. doi:10.1017/S0142716412000513
Koles, B, O’Connor, E. & Collins, B.A. (2013). Associations between child and teacher characteristics and quality of teacher-child relationships: The case of Hungary. European Journal of Teacher Education, 21(1), 53-76. doi:10.1080/1350293X.2012.760337
Toppelberg, C., Hollinshead, M., Collins, B.A., & Nieto-Castañon, A. (2012). Cross-sectional study of unmet mental health need in 5-7 year old Latino children in the United States: Do teachers and parents make a difference in service utilization? School Mental Health, 5(2), 59-69. 1-11 doi:10.1007/s12310-012-9089-6
O’Connor, E., Collins, B.A. & Supplee, L. (2012). Behavior problems in late childhood: the roles of early maternal attachment and teacher–child relationship trajectories. Attachment & Human Development; 14 (3), 265-288. doi: 10.1080/14616734.2012.672280
Samson, J., & Collins, B. A. (2012). Preparing All Teachers to Meet the Needs of English Language Learners (pp. 1-24). Washington, DC: Center for American Progress.
Collins, B. A., Toppelberg, C.O., Suárez-Orozco, C., O’Connor, E. & Nieto-Castañon, A. (2011). Cross-sectional associations of Spanish and English competence and wellbeing in Latino children of immigrants in kindergarten. International Journal of Sociology of Language, 208 (2011), 5-24.
O’Connor, E., Dearing, E., & Collins, B. A. (2011). Teacher-child relationship and behavior problem trajectories in elementary school. American Educational Research Journal, 48(1), 120-162. doi: 10.3102/0002831210365008