Directory

Biography

Ivana Espinet is a latina, immigrant, bilingual scholar. She is an Associate Professor in the Education program at the City University of New York, Kingsborough 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’s 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, 1–28. https://doi.org/10.1080/08878730.2025.2544925

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 década de Dos Puentes Elementary. Multilingual Matters. https://doi.org/10.21832/KLEYN7380

Espinet, I., Menken, K., & Hernández, I. (2024). A Case of DLBE Gentrification and Tools for Engaging Stakeholders in How to Do Better. 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. https://doi.org/10.21832/9781800414310-014

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. https://doi.org/10.4324/9781003348580

Espinet, I. (2023/21). Newcomers as Teachers: Enacting Linguistic Ideologies and Practices in an Internship Setting. Journal of Language, Identity & Education, Vol 22 (6). DOI: 10.1080/15348458.2021.1938571

Menken, K., Espinet, I., & Avni, S. (2024/3). “There Was Nothing Here”: School Leaders Using Dual Language Bilingual Education Programs as a Formula to Re-Engineer Student Populations for School Turnaround. Educational Policy, Vol 38 (2). https://doi.org/10.1177/08959048231159919

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’ Language Practices Through a Social Studies Inquiry in Kindergarten. Young Children, 77 (4), 18-24.

Espinet, I., & Chapman‐Santiago, C. (2022) “When People Don’t Know Me, They Think…”: Fostering a Multimodal Translanguaging Space that Leverages Students’ Voices. Journal of Adolescent & Adult Literacy, 66 (2), 91-99, https://doi.org/10.1002/jaal.1256

Espinet, I & Zaino, K. (2022) Where the Banyan Tree Grows: Nurturing Teachers’ Translanguaging Pedagogy Through a Study Group. In Remaking Multilingualism: A Translanguaging Approach. Bahar Otcu-Grillman & Mayam Borjian Eds. Bristol, UK: Multilingual Matters. https://doi.org/10.21832/9781800410855-013

Sánchez, 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. Sánchez, M.T & García, O. Eds. Bristol, UK: Multilingual Matters. pp. 134-155. https://doi.org/10.21832/9781788926065-010

Espinet, I., Sánchez, 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. https://doi.org/10.4324/9781003028383-11

Sanchez, M.T. & Espinet, I. (2021) Transforming our Classrooms to Embrace the Students’ Multilingualism: Translanguaging Stance and Transformative Pedagogy. InMigration, Multilingualism and Education: Critical Perspectives on Inclusion. Latisha, A & Birte A. Eds. https://doi.org/10.21832/9781800412958-012

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. https://doi.org/10.4324/9781003003670-19

Espinet, I. & Lê, 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. https://doi.org/10.4324/9781003003670-20

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. https://doi.org/10.4324/9781003003670-11

Espinet, I; Zaino, K & Demeroukas, M. (2020) Translanguaging Narratives: Leveraging Students’ Linguistic and Multimodal Practices in an ENL classroom. In In search of a language Pedagogical Paradigm, Daszkiewicz, M. & Dąbrowska, A. Eds. Krakóv: Impuls

Espinet I., Collins, B. & Ebe, A. (2018) “I’m Multilingual”: Leveraging Students’ 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.

García, O., Espinet, I., & Hernández, L. (2013). Las paredes hablan en El Barrio: Mestizo Signs and Semiosis. Revista Internacional de Lingüística 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). Shared Research Dialogue: One College’s Model for Professional Development of Youth Practitioners Afterschool Matters, 10.

Other Scholarly and Creative Works

Cole, K. & Espinet, I. (2023) Organizing for Integrated Classrooms PTAlink

Espinet, I & Aponte, G. (2021). Instructional Sample Practice for an Seventh Grade English Language Arts Classroom Aligned to the Next Generation Learning http://www.nysed.gov/common/nysed/files/programs/bilingual-ed/ngls-k-instructional-sample-final-a.pdf 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 http://www.nysed.gov/common/nysed/files/programs/bilingual-ed/11-ngls-8th-grade-instructional-sample-final-b-a.pdf 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 https://www.cuny-nysieb.org/wp-content/PDFs/TB-2-Developing-Holistic-Biliteracy-in-DLE-for-cuny-nysieb.pdf

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 https://www.cuny-nysieb.org/wp-content/PDFs/TB-3-Content-area-Literacy-in-Classrooms-for-CUNY-NYSIEB.pdf

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 http://www.nysed.gov/common/nysed/files/programs/bilingual-ed/topic-brief-former-ells-a.pdf

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 http://www.nysed.gov/common/nysed/files/programs/bilingual-ed/topic-brief-sife-a.pdf

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: http://www.nysed.gov/common/nysed/files/programs/bilingual-ed/resource-developing-biliteracy-in-dual-language-classrooms-through-culturally-and-linguistically-sustaining-literature-a.pdf

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: http://www.nysed.gov/common/nysed/files/programs/bilingual-ed/resource-using-a-genre-based-multilingual-approach-to-prepare-for-ela-regents-a.pdf

Sanchez, Espinet, Seltzer (2014) Supporting Emergent Bilinguals in New York: Understanding Successful School Practices
CUNY NYSIEB