Bilingual & ESL
CUNY-NYSIEB Initiative
CUNY-New York State Initiative on Emergent Bilinguals (NYSIEB) is a collaborative project of the CUNY Graduate Center’s Research Institute for the Study of Language in Urban Society (RISLUS) and the Ph.D. Program in Urban Education funded by the New York State Education Department.
The goal of the CUNY-NYSIEB initiative is to provide professional development to principals, school staff, and districts in support of teaching practices that support the development of the whole bilingual student. The group also works to research, develop, and disseminate materials to support emergent bilingual instruction as well as aid the New York State Education Department in the development and implementation of the Bilingual Common Core Initiative.
CUNY-NYSIEB has created the following resources for teachers and administrators of emergent bilinguals:
Promising Practices for English Language Learners
The Promising Instructional Practices for Secondary English Language Learners (Grade 7 to 12) provides educators with a list of research-based instructional strategies and practices that can effectively support the development of proficiency in home language as well as English as a Second Language.
Translanguaging: A Guide for Educators
This guide offers you practical examples on how to use translanguaging as a pedagogical strategy in your ESL or bilingual classroom! Translanguaging differs from traditional teaching practices in that it views bilingualism as a resource, rather than perceive it as a problem to be fixed.
The Languages Our Learners Speak
This guide is an incredible resource for teachers of the 11 most commonly spoken languages among New York State’s Emergent Bilingual Learner (EBL) population: Arabic, Bengali, Chinese, English, French,Haitian Creole, Hindi-Urdu, Karen, Korean, Russian, and Spanish. It addresses basic concepts of linguistics and provides detailed overviews of the history, culture, sociolinguistic issues, and structural features of each language.
Framework for the Education of Long-term English Language Learners
This document takes a closer look at the education of a particular ELL-subgroup, commonly characterized as Long-term English Language Learners (LTEL). Typically LTELs have attended U.S. schools for seven years or more1 but remain labeled “English language learners” (ELLs) by the state because they have not yet passed the NYSESLAT.
Framework for the Education of Emergent Bilinguals with Low Home Literacy
This guide was intended for professionals who work with newcomer emergent bilinguals who arrive with low literacy in their home languages, some of whom could be classified as Students with Interrupted Formal Education (SIFE).
Additional resources to support understanding of Language Acquisition and Transfer, as well as generative Teaching Strategies: