Special Issue Editors’ Notes: Linguistic diversity, equity and pedagogical innovation in higher education

Authors

  • Benjamin Kinsella Rutgers, The State University of New Jersey
  • María Cioè-Peña City University of New York
  • Demet Arpacik City University of New York

Abstract

This monograph will report on the results of a series of case studies conducted across several campuses of the City University of New York within a university-sponsored project entitled Futures Initiative (FI). The FI project advocates for greater equity and innovation in higher education through several actions, including research and student and teacher development initiatives. In this monograph, the authors of the contributions came together in an interdisciplinary doctoral seminar on educational language policy, which was chosen to take on an active role in the FI project. The seminar was led by Dr. Ofelia García and Dr. Carmina Makar.

Keywords

Bilingualism, Translanguaging, Linguistic Diversity, Language policy

References

Alexakos, K. (2015). Being a teacher | researcher: A primer on doing authentic inquiry research on teaching and learning. The Netherlands: Rotterdam. Sense Publishers.

Author Biographies

Benjamin Kinsella, Rutgers, The State University of New Jersey

Benjamin Kinsella is a PhD student in the Bilingualism and Second Language Acquisition program at Rutgers, the State University of New Jersey. His line of inquiry explores two interrelated avenues in the field of sociolinguistics: education policy and the increasing Hispanic presence in the New York metropolitan area. Currently, Benjamin is investigating microstructural and macrostructural aspects of oral narratives, examining Spanish language maintenance and intersibling variation among children of Mexican descent in Central New Jersey.

María Cioè-Peña, City University of New York

María Cioè-Peña is a member of the teaching staff at the City University of New York. She has an undergraduate degree in English and a Master’s degree in teaching urban students with disabilities. She is currently pursuing her PhD in the department of Urban Education at the CUNY Graduate Center where she is a Presidential MAGNET Fellow. Her research focuses on bilingual children with disabilities and their ability to access multilingual learning spaces within NYC public schools. Her interest are deeply rooted in her experience as a bilingual special education teacher with a focus on language practices and disability awareness within schools and families. 

Demet Arpacik, City University of New York

Demet Arpacik is currently a PhD student in the Urban Education Department at the Graduate Center of CUNY, New York with a concentration in Language, Context, and Culture in Education. She received her M.Ed. in Educational Leadership and Administration from Boston College in 2013. She is currently a member of the teaching staff at Hunter College, New York. She is interested in the Kurdish language policy in Turkey around the issues of nationalism and modernization. Her research interests include multilingual education, minority language rights, critique of national education as well as the Kurdish language movement.

DOI

https://doi.org/10.5565/rev/jtl3.674

Published

2016-06-20

How to Cite

Kinsella, B., Cioè-Peña, M., & Arpacik, D. (2016). Special Issue Editors’ Notes: Linguistic diversity, equity and pedagogical innovation in higher education. Bellaterra Journal of Teaching & Learning Language & Literature, 9(2), 1–5. https://doi.org/10.5565/rev/jtl3.674

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Copyright (c) 2016 Bellaterra Journal of Teaching & Learning Language & Literature

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