911爆料

Biography

Ivana Espinet is a latina, immigrant, bilingual scholar. She is an Associate Professor in the Education program at 911爆料, 911爆料 Community College. She is originally from Argentina and her journey as an immigrant and mother of three bilingual children has shaped her research interests on the use of multimodal and collaborative methodologies to learn about the experiences of emergent bilinguals and their families in schools, as well as language education policies and practices.

Courses

EDC 200: Social Foundations of Education
EDC 2400: Teaching Emergent Bilinguals
EDC 3100: Social Sciences in Childhood Education
EDC 4200: Children鈥檚 Literature and Language Arts in Childhood Education
EDC 90A4: Practicum in Teacher Development

Education

Ph.D. in Urban Education
CUNY, Graduate Center. June 2017.

Master of Philosophy in Urban Education
CUNY, Graduate Center. 2012.

Master of Arts in Instructional Media and Technology in Education
Teachers College, Columbia University. 1997-1999.

License in Social Communications
National University, Cordoba, Argentina. 1988-1994.
Five years of course work and final thesis.

Publications

Farrelly, D., Esposito, L., Maulbeck, J., Kates, L., Morris, J., & Espinet, I. (2025). The Collaborative Development of a Performance-Based Rubric for Coaching Teacher Candidates in Fieldwork Practice. The Teacher Educator, 1鈥�28.

Espinet I (2024). Families as Educators, Leaders and Advocates researcher commentary. In Kleyn, T., Hunt, V., Jaar, A., Madrigal, R. & Villegas, C. Lessons from a Dual Language Bilingual School: Celebrando una d茅cada de Dos Puentes Elementary. Multilingual Matters.

Espinet, I., Menken, K., & Hern谩ndez, I. (2024). . In Delavan, M. G., Freire, J. A., Menken, K. (Eds.) Overcoming the gentrification of dual language, bilingual and immersion education solution-oriented research and stakeholder resources for real integration. (pp. 237-258) Multilingual Matters.

Espinet, I. (2024) Bringing the Translanguaging Corriente to the Surface in the Content Area Classrooms. In Welp, A. & Maciel, F.M. (Eds.), Transformative Practices in Translanguaging Classrooms (pp 104-114). Zouk.

Espinet. (2024) Linguistic Journeys: Interrogating Linguistic Ideologies in a Teacher Preparation Setting. In Melo-Pfeifer, S., & Tavares, V. (Eds.), Language Teacher Identity: Confronting Ideologies of Language, Race, and Ethnicity. (pp 142-158) Wiley Blackwell.

Espinet, I. (2024). Multimodal and creative tools in the translanguaging ELA classroom. In Ramirez-Verdugo, D. (Ed.), Transnational Approaches to Bilingual and Second Language Teacher Education. (pp. 33-44). Routledge.

Espinet, I. (2023/21). . Journal of Language, Identity & Education, Vol 22 (6). DOI:

Menken, K., Espinet, I., & Avni, S. (2024/3). 鈥淭here Was Nothing Here鈥�: School Leaders Using Dual Language Bilingual Education Programs as a Formula to Re-Engineer Student Populations for School Turnaround. Educational Policy, Vol 38 (2).

Bruno G., Del Principe, A., Devany, E., Espinet I., Gabay, E., Laura Kates, L., & Schnee, E. (2022) The Faculty Initiative on Teaching Reading. The Faculty Initiative on Teaching Reading. Teaching English in Two Years, 50 (1), 76-87.

Espinet, I., Sanchez, M.T., Poms, S. & Menendez, E. (2022) Exploring Families鈥� Language Practices Through a Social Studies Inquiry in Kindergarten. Young Children, 77 (4), 18-24.

Espinet, I., & Chapman鈥怱antiago, C. (2022) 鈥�. Journal of Adolescent & Adult Literacy, 66 (2), 91-99,

Espinet, I & Zaino, K. (2022) Where the Banyan Tree Grows: Nurturing Teachers鈥� Translanguaging Pedagogy Through a Study Group. In Remaking Multilingualism: A Translanguaging Approach. Bahar Otcu-Grillman & Mayam Borjian Eds. Bristol, UK: Multilingual Matters.

S谩nchez, M. T., Espinet, I., & Hunt, V. (2021). Student Inquiry into the Language Practices de sus Comunidades: Rompiendo Fronteras in a Dual Language Bilingual School. In Transformative Translanguaging Espacios: Latinx Students and Their Teachers Rompiendo Fronteras: Sin Miedo. M. S谩nchez, M.T & Garc铆a, O. Eds. Bristol, UK: Multilingual Matters. pp. 134-155.

Espinet, I., S谩nchez, M.T., & Aponte, G. (2021) Creating Translanguaging Inquiry Spaces in Bilingual Classrooms. In Multilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa Students. Erling, E.J; Clegg, J., Rubagumya, C., Reilly, C. Eds. New York: Routledge.

Sanchez, M.T. & Espinet, I. (2021) Transforming our Classrooms to Embrace the Students鈥� Multilingualism: Translanguaging Stance and Transformative Pedagogy. InMigration, Multilingualism and Education: Critical Perspectives on Inclusion. Latisha, A & Birte A. Eds.

Espinet, I., Aponte, G., & Sanchez, M.T., Figueroa, D. & Busone Rodriguez, A. (2020) Interrogating Language Ideologies in the Primary Grades: A community language inquiry unit. In Translanguaging and Transformative Teaching for Emergent Bilingual Students. CUNY-NYSIEB team Eds. New York: Routledge.

Espinet, I. & L锚, K. (2020). Hand in Hand: Parent Collaboration in the Classroom Context. In Translanguaging and Transformative Teaching for Emergent Bilingual Students. CUNY-NYSIEB team Eds. New York: Routledge.

Aponte G., Espinet, I. & Seltzer,S. (2020) Fostering Bilingual Reading Identities in Dual Language Bilingual Classrooms. In Translanguaging and Transformative Teaching for Emergent Bilingual Students. CUNY-NYSIEB team Eds. New York: Routledge.

Espinet, I; Zaino, K & Demeroukas, M. (2020) Translanguaging Narratives: Leveraging Students鈥� Linguistic and Multimodal Practices in an ENL classroom. In In search of a language Pedagogical Paradigm, Daszkiewicz, M. & D膮browska, A. Eds. Krak贸v: Impuls

Espinet I., Collins, B. & Ebe, A. (2018) 鈥淚鈥檓 Multilingual鈥�: Leveraging Students鈥� Translanguaging Practices to Strengthen the School Community. In Humanizing Schools for Multilingual Students: Transforming Literacies, Learning, and Lives. Lazar, M. & Ruggiano Schmidt, M. (Eds.) New York: Teachers College Press.

Garc铆a, O., Espinet, I., & Hern谩ndez, L. (2013). Las paredes hablan en El Barrio: Mestizo Signs and Semiosis. Revista Internacional de Ling眉铆stica Iberoamericana, 135-152.

Espinet, I. (2011) Changing Hats: From Practitioners to Practitioner-Researchers in Fisherkeller (ed.) International Perspectives in Youth Media: Cultures of Production & Education. NY: Peter Lang Publishers, Inc.,

Fusco, D. & Espinet, I. (2010). Afterschool Matters, 10.

Other Scholarly and Creative Works

Cole, K. & Espinet, I. (2023) PTAlink

Espinet, I & Aponte, G. (2021). Instructional Sample Practice for an Seventh Grade English Language Arts Classroom Aligned to the Next Generation Learning New York State Department of Education

Aponte, G. & Espinet, I (2021). Instructional Sample Practice for an Eight Grade Bilingual Classroom Aligned to the Next Generation Learning New York State Department of Education

Espinet, I. & Aponte, G. (2020) Developing Biliteracy in Dual Language Education Classrooms. (Topic Brief) New York, NY. CUNY-NY State Initiative for Emergent Bilinguals Available from

Seltzer, K. & Espinet, I. (2020) Developing Content-Area Literacy for Diverse ELLs/MLLs in Secondary Classrooms. (Topic Brief) New York, NY. CUNY-NY State Initiative for Emergent Bilinguals Available from

Espinet, I., Homonoff Woodley, H., & Ebe, A. (2019). Supporting Former Multilingual Learners/English Language Learners in New York State Who are Former Multilingual Learners/ English Language Learners. (Topic Brief). New York, NY: New York State Education Department Office of Bilingual Education and World Languages. Available from

Espinet, I., Auslander, L., & Pratt, E. (2019). Supporting Students with Interrupted/ Inconsistent Formal Education in New York State (Topic Brief) New York, NY: New York State Education Department Office of Bilingual Education and World Languages. Available from

Espinet, I & Aponte, G. (2019) Developing Biliteracy in Dual Language Classrooms Through Culturally and Linguistically Sustaining Literature. New York, NY: New York State Education Department Office of Bilingual Education and World Languages. Available from:

Seltzer, K & Espinet, I. (2019) Using a Genre-Based, Multilingual Approach to Prepare for the English Language Arts regents Exams New York, NY: New York State Education Department Office of Bilingual Education and World Languages. Available from:

Sanchez, Espinet, Seltzer (2014)
CUNY NYSIEB