https://cuny.is/ivanaespinet2
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Ivana Espinet

(She/her)

Associate Professor

Education Program, Department of Behavioral Sciences.

Contact

[email protected]

Education

  • Ph.D. in Urban Education
    CUNY, Graduate Center.
     
    Master of Philosophy in Urban Education
    CUNY, Graduate Center.
     
    Master of Arts in Instructional Media and Technology in Education
    Teachers College, Columbia University.
     
    License in Social Communications
    National University, Cordoba, Argentina.

Publications

  • 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.
  • 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. In
    Migration, 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. 
  • Espinet, I. (2008) Book Review: Robert Halpern’s Critical Issues in After-School Programming.  Afterschool Matters, 8.

Positions

Associate Professor, Behavioral Sciences, Kingsborough Community College