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Brian Collins

Assistant Professor of Bilingual Education

212 772-4773

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. & Cioe-Pena M. (2016) Declaring Freedom: Translanguaging in the Social Studies Classroom to Understand Complex Texts. In O. Garcia and T. Kleyn (Eds.), Translanguaging with Multilingual Students: Learning from Classroom Moments. New York, NY: Routledge.

Seltzer, K & Collins, B.A. (2016) Building Bridges & Navigating Turbulent Waters: Translanguaging for Academic and Social-Emotional Well-being. In O. Garcia and T. Kleyn (Eds.), Translanguaging with Multilingual Students: Learning from Classroom Moments. New York, NY: Routledge.

Collins, B. A., O'Connor, E., Supplee, L. & Shaw, D. (2016). Behavior problems in elementary school among low-income boys: The role of teacher–child relationships. The Journal of Educational Research, 1–13. doi: 0.1080/00220671.2015.1039113

Toppelberg CO, Collins B.A. (2016). 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 327-350.

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

Toppelberg C.O., Collins, B. A., (2010). Language, culture, and adaptation in immigrant children. Child and Adolescent Psychiatric Clinics of North America, 19(4), 697-717. doi: 10.1016/j.chc.2010.07.003

Sirin S., Roger- Sirin L., & Collins, B. A. (2010). A measure of cultural competence as an ethical responsibility: Quick Racial and Ethical Sensitivity Test,Journal of Moral Education, 39(1), 49-64.


Co-Investigator, Harvard Project on Child Language and Developmental Psychiatry 2010-Present
Associate Investigator, New York State Initiative for Emergent Bilinguals (CUNY-NYSIEB) 2012-Present
Associate Investigator, Hunter Collaboration, Alignment, STEM and Equity (CASE) 2014-Present
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