Dr. Carla España’s teaching journey began in Harlem with bilingual sixth graders. She later joined the Teachers College Reading and Writing project as a bilingual staff developer, where she facilitated literacy curriculum planning and lesson demonstrations with K-12 staff in New York City public schools, as well as national and international schools. Before joining the staff at Bank Street, Dr. España was teaching in a bilingual teacher preparation program at Hunter College, City University of New York.
Dr. España’s personal and professional experiences, as well as her research in bilingual education and biliteracy practices across K-12 and higher education, ground her in her approach to preparing teachers of emergent bilingual students. Her teaching, writing, research, and consulting interests include bilingual education, translanguaging, culturally and linguistically sustaining pedagogy, Latinx education, teaching for social justice, curriculum development, and teacher preparation.
PhD, Urban Education, City University of New York, The Graduate Center
España, C. & Herrera, L. Y. (Forthcoming). En Comunidad: Lessons for Centering the Experiences and Sustaining the Language Practices of Bilingual Latinx Students. Portsmouth: Heinemann.
España, C., Herrera, L. Y., & García, G. (2019). “Translanguaging in Educating Teachers to Work with Language-Minoritized Students.” Oxford Research Encyclopedia of Education.
Herrera, L. & España, C., & García, O. (2019). “Bilingual Education.” Oxford Bibliographies in Latino Studies. Ed. Ilan Stavans. New York: Oxford University Press.
Collins, B., España, C., Sanchez, M. (2019). “Sustaining and Developing Teachers’ Bilingualism in a Bilingual Teacher Preparation Program.” International Journal of Bilingual Education and Bilingualism.
Polleck, J. & España, C. (Fall 2017) “Revolutions and Resistance: Creating Space for Adolescent Agency and Advocacy through a Critical Reading of Sonia Manzano’s The Revolution of Evelyn Serrano.” The ALAN Review (The Assembly on Literature for Adolescents of the National Council of Teachers of English).
España, C. (2017) “Escribiendo para desahogarme: Release and Resistance in a Middle School Bilingual Writing Workshop.” CUNY Academic Works. Available here: http://academicworks.cuny.edu/gc_etds/2119/
España, C. (2016) “Bilingual Matters: Using Technology to Make Education More Accessible for Our Emergent Bilingual Students.” Literacy Today Magazine. November/December 2016: 26-27.
De Gaetano, Y. & España, C. (2010) “Annotated Bibliography on Cultural Competence in Education.” Center for Puerto Rican Studies, Hunter College, CUNY. Available here: http://centroweb.hunter.cuny.edu/education-annotated-bibliography
Espana, C. & Sánchez, M. (April 2019) “Remembering and Redefining Language Practices and Ourselves: Latinx Bilingual Teachers’ Monolingual English-Dominant Schooling Journeys.” American Educational Research Association (AERA).
Espana, C., Persampieri, P., Suriel, A., & Veras, N. (March 2019) “Caminos Desconocidos: Bilingual Latinx Teachers’ Processing of Language Journeys and their Impact on Bilingual Instruction.” New York State Association for Bilingual Education (NYSABE).
“From Book Buddies to Book Clubs: Building Culturally & Linguistically Sustaining Spaces for Bilingual Students,” Moderator and Panelist. National Council of Teachers of English (NCTE). November, 2018.
“Latinx Experiences in Classrooms and Communities: Knowing Our Students through Text-Based Conversations Across Picture Books, Middle Grade and YA Book Clubs,” Moderator and Panelist. National Council of Teachers of English (NCTE). November, 2018.
“Writing My Way Out: Identity Formation and Advocacy through Poetry,” Moderator and Discussant. National Council of Teachers of English (NCTE). November, 2018.
“Coaching Partnerships: Finding Teacher and Student Voices,” Roundtable Facilitator. National Council of Teachers of English (NCTE). November, 2018.
“Putting Text Levels in Perspective: Expanding Students’ Book Selection,” Panelist. National Council of Teachers of English (NCTE). November, 2018.
“Translating Theory to Practice: Pedagogies of Raciolinguistics in the Classroom,” Panel Participant. American Educational Research Association (AERA). April, 2018.
“Dynamic Bilingual Literacy Instruction as Social Justice Practice: Educational Equity for Emergent Bilinguals,” Panel Participant. American Educational Research Association (AERA). April, 2018.
“Rethinking Literacy Instruction for Bilingual Students: Merging Research and Practice” Roundtable Facilitator. National Council of Teachers of English (NCTE). November, 2015.