Ivana Espinet | Kingsborough Community College, CUNY (original) (raw)
Papers by Ivana Espinet
Afterschool Matters, Apr 1, 2010
You are hired by a community-based organization because of your passion, energy, and understandin... more You are hired by a community-based organization because of your passion, energy, and understanding of youth and local culture. You begin developing relationships with program youth and are off to a good startfitting in and building trust. Now what? You know the mission of the organization and the objectives of the program, but you are not sure how to reach them. How do you structure opportunities that support team building and cooperation? What approaches can you use to maximize the participation of diverse groups of youth? How do you know when you are having the desired effects and when you need to try something different? Until recently, youth practitioners learned the answers to these questions through experience, ingenuity, mentoring, and an occasional workshop. As research amasses about the critical role of staff quality in predicting positive outcomes for children and youth, the professional development of youth practitioners is becoming more intentional (Little, Wimer, & Weiss, 2008; Phelan, 2005). Even higher education is playing an increasingly intentional role in the professional development of youth workers. Well into the 1990s, youth workers who enrolled in college had to register for courses in multiple departments such as education, psychology, or business because there was no
Journal of Language Identity and Education, Jul 8, 2021
This paper explores the experiences of two high school newcomers who chose to participate in an i... more This paper explores the experiences of two high school newcomers who chose to participate in an internship program, assisting elementary school students, some of whom were also emergent bilinguals. This study used ethnographic and visual methodologies to explore young people’s evolving understanding of teaching, learning, and languaging as members of a community of practice within the internship. Both students rooted their practices in their work with children in their critiques of language policies that they had experienced. The narratives that the interns shared highlighted how the set of linguistic and cultural-historical repertoires of practice that they entered with shaped how they engaged with and contributed to the classroom communities in which they were placed.
Multilingual Matters eBooks, Dec 31, 2022
Routledge eBooks, May 17, 2021
Multilingual Matters eBooks, Dec 31, 2021
This chapter describes how a group of third graders from a bilingual school engaged as bilingual ... more This chapter describes how a group of third graders from a bilingual school engaged as bilingual language ethnographers in observing and analyzing the language practices of themselves, families, and communities. The chapter provides an overview of the inquiry project and describes how they explored their own practices in the classroom, as well as how they went out into their community to observe and document how people language. Becoming bilingual language ethnographers prompted both students and teachers to start to examine their own language ideologies. This process of collaborative inquiry about languaging was a first step in challenging a monoglossic approach to bilingual education that was prompted by the teachers’ design of a translanguaging transformational space.
Educational Policy, Apr 13, 2023
Search of a language Pedagogical Paradigm, Daszkiewicz, M. & Dąbrowska, A. Eds. Krakóv: Impuls, 2020
Journal of Adolescent & Adult Literacy, 2022
This article describes the design and implementation of a project from a translanguaging pedagogi... more This article describes the design and implementation of a project from a translanguaging pedagogical stance. The research presented seeks to understand how translanguaging as a multimodal practice shapes the experiences of students in a traditional English Language Arts 8th-grade classroom and how students leveraged their multimodal semiotic repertoires to explore identity expression. The article provides a framework for understanding translanguaging as a multimodal practice and discusses how it is embedded strategically in the design of instruction in a class in which many of the students are emergent bilinguals. It analyzes the process of producing short videos in which students critically examine how they were perceived by others and who they really are and presenting data that examine how students defy deficit perspectives and use their multimodal communicative repertoires to curate self-representation.
Transformative Translanguaging Espacios, 2022
Remaking Multilingualism, 2022
Translanguaging and Transformative Teaching for Emergent Bilingual Students, 2020
This chapter describes how a group of third graders from a bilingual school engaged as bilingual ... more This chapter describes how a group of third graders from a bilingual school engaged as bilingual language ethnographers in observing and analyzing the language practices of themselves, families, and communities. The chapter provides an overview of the inquiry project and describes how they explored their own practices in the classroom, as well as how they went out into their community to observe and document how people language. Becoming bilingual language ethnographers prompted both students and teachers to start to examine their own language ideologies. This process of collaborative inquiry about languaging was a first step in challenging a monoglossic approach to bilingual education that was prompted by the teachers’ design of a translanguaging transformational space.
How do you structure opportunities that support team building and cooperation? What approaches ca... more How do you structure opportunities that support team building and cooperation? What approaches can you use to maximize the participation of diverse groups of youth? How do you know when you are having the desired effects and when you need to try something different? Until recently, youth practitioners learned the answers to these questions through experience, ingenuity, mentoring, and an occasional workshop. As research amasses about the critical role of staff quality in predicting positive outcomes for children and youth, the professional development of youth practitioners is becoming more intentional (Little, Wimer, & Weiss, 2008; Phelan, 2005). Even higher education is playing an increasingly intentional role in the professional development of youth workers. Well into the 1990s, youth workers who enrolled in college had to register for courses in multiple departments such as education, psychology, or business because there was no by Dana Fusco and Ivana Espinet
summarizes the point of the narrative) My beautiful self Mayou as a child. Her process of growing... more summarizes the point of the narrative) My beautiful self Mayou as a child. Her process of growing. Her journey. Orientation (provides time and place) Hello, my name is Mayou [...]. I’m from Haiti, the capital of Haiti is Portau-Prince. Implicit in this orientation is that the audience (the other youths in the group and myself) might not have much knowledge about Haiti. (eg., the capital is Port-au-Prince) Orientation (provides time and place) Haiti This image represents Haiti. The experiences below this image happened in Haiti. Orientation/Complicating Action (describes a sequence of actions) “When I was a little girl, I go to school in a private school in Haiti.” Mayou is orienting us to the kind of schooling that she had in Haiti. Complicating Action (describes a sequence of actions) Evaluation / Narrator’s commentary on complicating action “[When] I was in Haiti I didn’t know how to speak English because school in Haiti only want the students to speak French if you don’t have any...
Revista Internacional De Linguistica Iberoamericana, 2013
By focusing on two different squares of blocks in the traditional Latino NYC community of El Barr... more By focusing on two different squares of blocks in the traditional Latino NYC community of El Barrio/East Harlem in NYC, this article shows ways in which the commu nity goes beyond the language of traditional public signs and resists the English-only of official signs. Because English and/or Spanish are insufficient to transmit messages in a community that is undergoing change and whose Latino population is made up of people of different national origins, race, class, and language, murals in this community serve as mestizo signs. The article shows how murals offer a multimodal alternative, building translanguaging spaces in which words and images that emerge from different cultural, socio-historical and political practices blend to release Latino voices. The article also discusses the intersection of the murals with other more traditional signs in the two bloques, pointing to the different role that Spanish and English takes on, as it adapts to the context and the message.
Translanguaging and Transformative Teaching for Emergent Bilingual Students, 2020
This chapter focuses in family partnerships within the context of instructional work in three cla... more This chapter focuses in family partnerships within the context of instructional work in three classrooms. It examines some of the critical literature that explores the various facets of parental engagement in children’s education. It profiles the collaborative work of teachers, parents and children in New York City public schools’ classrooms with large populations of emergent bilinguals. The first profile captures an activity in the context of a social studies inquiry unit in a Spanish Dual Language Bilingual kindergarten class; the second one focuses on a fourth grade class in which families and children collaborate in analyzing bilingual poetry; in the third class an English as a New Language (ENL) teacher in a high school in the Bronx engages parents in assessment using a Family Assessment Tool. The three teachers in these classrooms worked from a Juntos stance, partnering with families by designing spaces in which families’ languages practices were at the forefront of a joint collaboration. They recognized the families as valuable sources of knowledge that can work hand in hand to co-create knowledge and challenge traditional linguistic hierarchies.
Afterschool Matters, Apr 1, 2010
You are hired by a community-based organization because of your passion, energy, and understandin... more You are hired by a community-based organization because of your passion, energy, and understanding of youth and local culture. You begin developing relationships with program youth and are off to a good startfitting in and building trust. Now what? You know the mission of the organization and the objectives of the program, but you are not sure how to reach them. How do you structure opportunities that support team building and cooperation? What approaches can you use to maximize the participation of diverse groups of youth? How do you know when you are having the desired effects and when you need to try something different? Until recently, youth practitioners learned the answers to these questions through experience, ingenuity, mentoring, and an occasional workshop. As research amasses about the critical role of staff quality in predicting positive outcomes for children and youth, the professional development of youth practitioners is becoming more intentional (Little, Wimer, & Weiss, 2008; Phelan, 2005). Even higher education is playing an increasingly intentional role in the professional development of youth workers. Well into the 1990s, youth workers who enrolled in college had to register for courses in multiple departments such as education, psychology, or business because there was no
Journal of Language Identity and Education, Jul 8, 2021
This paper explores the experiences of two high school newcomers who chose to participate in an i... more This paper explores the experiences of two high school newcomers who chose to participate in an internship program, assisting elementary school students, some of whom were also emergent bilinguals. This study used ethnographic and visual methodologies to explore young people’s evolving understanding of teaching, learning, and languaging as members of a community of practice within the internship. Both students rooted their practices in their work with children in their critiques of language policies that they had experienced. The narratives that the interns shared highlighted how the set of linguistic and cultural-historical repertoires of practice that they entered with shaped how they engaged with and contributed to the classroom communities in which they were placed.
Multilingual Matters eBooks, Dec 31, 2022
Routledge eBooks, May 17, 2021
Multilingual Matters eBooks, Dec 31, 2021
This chapter describes how a group of third graders from a bilingual school engaged as bilingual ... more This chapter describes how a group of third graders from a bilingual school engaged as bilingual language ethnographers in observing and analyzing the language practices of themselves, families, and communities. The chapter provides an overview of the inquiry project and describes how they explored their own practices in the classroom, as well as how they went out into their community to observe and document how people language. Becoming bilingual language ethnographers prompted both students and teachers to start to examine their own language ideologies. This process of collaborative inquiry about languaging was a first step in challenging a monoglossic approach to bilingual education that was prompted by the teachers’ design of a translanguaging transformational space.
Educational Policy, Apr 13, 2023
Search of a language Pedagogical Paradigm, Daszkiewicz, M. & Dąbrowska, A. Eds. Krakóv: Impuls, 2020
Journal of Adolescent & Adult Literacy, 2022
This article describes the design and implementation of a project from a translanguaging pedagogi... more This article describes the design and implementation of a project from a translanguaging pedagogical stance. The research presented seeks to understand how translanguaging as a multimodal practice shapes the experiences of students in a traditional English Language Arts 8th-grade classroom and how students leveraged their multimodal semiotic repertoires to explore identity expression. The article provides a framework for understanding translanguaging as a multimodal practice and discusses how it is embedded strategically in the design of instruction in a class in which many of the students are emergent bilinguals. It analyzes the process of producing short videos in which students critically examine how they were perceived by others and who they really are and presenting data that examine how students defy deficit perspectives and use their multimodal communicative repertoires to curate self-representation.
Transformative Translanguaging Espacios, 2022
Remaking Multilingualism, 2022
Translanguaging and Transformative Teaching for Emergent Bilingual Students, 2020
This chapter describes how a group of third graders from a bilingual school engaged as bilingual ... more This chapter describes how a group of third graders from a bilingual school engaged as bilingual language ethnographers in observing and analyzing the language practices of themselves, families, and communities. The chapter provides an overview of the inquiry project and describes how they explored their own practices in the classroom, as well as how they went out into their community to observe and document how people language. Becoming bilingual language ethnographers prompted both students and teachers to start to examine their own language ideologies. This process of collaborative inquiry about languaging was a first step in challenging a monoglossic approach to bilingual education that was prompted by the teachers’ design of a translanguaging transformational space.
How do you structure opportunities that support team building and cooperation? What approaches ca... more How do you structure opportunities that support team building and cooperation? What approaches can you use to maximize the participation of diverse groups of youth? How do you know when you are having the desired effects and when you need to try something different? Until recently, youth practitioners learned the answers to these questions through experience, ingenuity, mentoring, and an occasional workshop. As research amasses about the critical role of staff quality in predicting positive outcomes for children and youth, the professional development of youth practitioners is becoming more intentional (Little, Wimer, & Weiss, 2008; Phelan, 2005). Even higher education is playing an increasingly intentional role in the professional development of youth workers. Well into the 1990s, youth workers who enrolled in college had to register for courses in multiple departments such as education, psychology, or business because there was no by Dana Fusco and Ivana Espinet
summarizes the point of the narrative) My beautiful self Mayou as a child. Her process of growing... more summarizes the point of the narrative) My beautiful self Mayou as a child. Her process of growing. Her journey. Orientation (provides time and place) Hello, my name is Mayou [...]. I’m from Haiti, the capital of Haiti is Portau-Prince. Implicit in this orientation is that the audience (the other youths in the group and myself) might not have much knowledge about Haiti. (eg., the capital is Port-au-Prince) Orientation (provides time and place) Haiti This image represents Haiti. The experiences below this image happened in Haiti. Orientation/Complicating Action (describes a sequence of actions) “When I was a little girl, I go to school in a private school in Haiti.” Mayou is orienting us to the kind of schooling that she had in Haiti. Complicating Action (describes a sequence of actions) Evaluation / Narrator’s commentary on complicating action “[When] I was in Haiti I didn’t know how to speak English because school in Haiti only want the students to speak French if you don’t have any...
Revista Internacional De Linguistica Iberoamericana, 2013
By focusing on two different squares of blocks in the traditional Latino NYC community of El Barr... more By focusing on two different squares of blocks in the traditional Latino NYC community of El Barrio/East Harlem in NYC, this article shows ways in which the commu nity goes beyond the language of traditional public signs and resists the English-only of official signs. Because English and/or Spanish are insufficient to transmit messages in a community that is undergoing change and whose Latino population is made up of people of different national origins, race, class, and language, murals in this community serve as mestizo signs. The article shows how murals offer a multimodal alternative, building translanguaging spaces in which words and images that emerge from different cultural, socio-historical and political practices blend to release Latino voices. The article also discusses the intersection of the murals with other more traditional signs in the two bloques, pointing to the different role that Spanish and English takes on, as it adapts to the context and the message.
Translanguaging and Transformative Teaching for Emergent Bilingual Students, 2020
This chapter focuses in family partnerships within the context of instructional work in three cla... more This chapter focuses in family partnerships within the context of instructional work in three classrooms. It examines some of the critical literature that explores the various facets of parental engagement in children’s education. It profiles the collaborative work of teachers, parents and children in New York City public schools’ classrooms with large populations of emergent bilinguals. The first profile captures an activity in the context of a social studies inquiry unit in a Spanish Dual Language Bilingual kindergarten class; the second one focuses on a fourth grade class in which families and children collaborate in analyzing bilingual poetry; in the third class an English as a New Language (ENL) teacher in a high school in the Bronx engages parents in assessment using a Family Assessment Tool. The three teachers in these classrooms worked from a Juntos stance, partnering with families by designing spaces in which families’ languages practices were at the forefront of a joint collaboration. They recognized the families as valuable sources of knowledge that can work hand in hand to co-create knowledge and challenge traditional linguistic hierarchies.