Lessons from a Dual Language Bilingual School

Tatyana Kleyn is Professor of Bilingual Education and TESOL at The City College of New York, USA, and co-founder of Dos Puentes Elementary School. She is Principal Investigator for the City University of New York - Initiative on Immigration and Education (CUNY-IIE) and has produced numerous books, articles and films on bilingual education, translanguaging and immigration. Victoria Hunt is the current and founding Principal of Dos Puentes Elementary School. She holds a doctorate in leadership and bilingual education and received dissertation awards from the American Educational Research Association (AERA) Bilingual Education Research SIG and the National Association for Bilingual Education (NABE).   Alcira Jaar is Assistant Principal and founding staff member of Dos Puentes Elementary School. Alcira holds a doctorate from Teachers College, Columbia University, and has been an educator in New York City Public Schools for over 20 years.   Rebeca Madrigal is a founding bilingual teacher of Dos Puentes Elementary School. She earned an MA from Teachers College, Columbia University, and has over 20 years of experience in New York City Public Schools. Rebeca received the Bilingual Teacher of the Year Award from the New York State Association for Bilingual Education (NYSABE). Consuelo Villegas was the founding Parent Coordinator at Dos Puentes Elementary School. She held numerous positions in New York City Public Schools over 23 years and has been honored for her work in Civil Service. She was awarded NYSABE Bilingual Support Personnel of the Year.

Contributors



Acknowledgements



Ofelia García: Foreword



Tatyana Kleyn and Victoria Hunt: Dos Puentes Elementary: An Introduction



Pillar 1: Bilingüismo, Biliteracidad y Multiculturalismo



Rebeca Madrigal: Introduction



Chapter 1. Jason Horowitz and Armando Lopez, Commentary by Cecilia M. Espinosa: Celebrating Dos Lenguajes



Chapter 2: Diane Figueroa and Karina Malik, Commentary by Laura Ascenzi-Moreno: Translanguaging: Moving beyond "los dos" Lenguajes



Chapter 3. Lara Ginsberg, Commentary by Carmen M. Martínez-Roldán: Building Biliteracy through Educators, Resources and Curricula



Chapter 4. Ashley Busone-Rodríguez and Karen Mondol, Commentary by Luz Yadira Herrera: Bilingual Activism a Través de la Lectoescritura



Chapter 5. Sabrina Poms and Teresita Prieto, Commentary by María Cioè-Peña: Critical Collaboration to Support the Bilingualism and Biliteracy of Children with Disabilities



Pillar 2: Las Familias son Partners, Leaders and Advocates



Consuelo Villegas, Yesenia J. Moreno and Tatyana Kleyn: Introduction



Chapter 6. Stephanie Ubiera, Adriana Cando and Ained Casado, Translated by Angela Paredes Montero, Commentary by Ivana Espinet: Families as Educators, Leaders and Advocates



Chapter 7. Sacha Mercier and Amy Withers, Commentary by Carmina Makar: Bridging Home and School



Chapter 8. Annette Fernandez, Commentary by Kate Menken: Family Diversity as a Strength and a Challenge



Chapter 9. Elga Castro Ramos, Commentary by Bertha Pérez: Building Comunidad



Chapter 10. Irving Mota and Kimberly Bautista, Commentary by Mary Mendenhall: Socioemotional Learning and Support



Chapter 11. Aaron Sidlo, Commentary by Devon Hedrick-Shaw: Remote Learning through a Pandemic



Pillar 3: Investigaciones and Hands-on Learning



Alcira Jaar: Introduction



Chapter 12. Elizabeth Menendez and Catherine Velásquez-Leacock, Commentary by Dina López: Exploraciones en Early Childhood



Chapter 13. Hazel Garcia-Banguela, Michelle Madera Taveras and Carmen Morel, Commentary by Gladys Y. Aponte: Transition to Investigations and Inquiry in the Upper Grades



Chapter 14. Karín DeJesus and Yesenia J. Moreno, Commentary by Patricia Martínez-Álvarez: Learning Science through Hands-on-Experiences and Animals



Chapter 15. Peggy McQuaid and Kristen Minno-Bingham, Commentary by Sara Vogel: Field Trips as Paseos to Real World Connections



Pillar 4: Partnerships with Universities, Organizations y La Comunidad



Victoria Hunt: Introduction



Chapter 16. Wendy Barrales, Patricia Martínez-Álvarez, Maite T. Sánchez, Belinda Arana and Victoria Hunt, Commentary by Nancy Stern: University Collaborations: Service and Research Projects



Chapter 17. Rebeca Madrigal, Silvia Peña and Jennifer Aquino Peña, Commentary by Sharon Chang: University Partners: Bilingual Student Teaching



Chapter 18. Clara Bello and Lorene Phillips, Commentary by Heather H. Woodley: Expanding the Arts through Partnerships and Passion



Chapter 19. Queila Cordero and Joyce Veras, Commentary by Crissa Stephens: Center-Based Learning: Partnerships with Staff Developers and Schools                       



Chapter 20. Katherine Higuera-McCoy and Maggie Orzechowski, Commentary by Kate Seltzer: Connections with the Community and Beyond



Raphael S. Kollin: A Student’s Closing Remarks



Carmen Fariña and Manuel Ramirez: Afterword



Index