Gladys Y. Aponte has been teaching as an adjunct instructor at Bank Street College since she graduated from the Dual Language Bilingual Childhood Special Education program in 2013. She is proud to now serve as a fieldwork advisor in the program.
Gladys is also a doctoral student in Urban Education at the Graduate Center, CUNY. Prior to pursuing a doctoral degree, Gladys was a dual language bilingual teacher in New York City public schools. She is dedicated to working closely with teachers of emergent bilingual students to transform classrooms in culturally/linguistically-sustaining ways. Her other roles include CUNY-NYSIEB research assistant, induction mentor at Teachers College, and adjunct instructor and fieldwork advisor at the City University of New York.
MSEd Dual Language/Bilingual Childhood Special Education, Bank Street College of Education
Aponte, G.Y., Espinet, I., Seltzer, K. (forthcoming). Fostering bilingual reading identities in dual language bilingual classrooms. In García, O. and Maciel, R. (Eds.). Translanguaging atravessando as fronteiras nacionais.
Espinet, I., Aponte, G.Y., Maite T., Sánchez Figueroa, D., Busone-Rodríguez, A. (forthcoming). Interrogating Language Ideologies in the Primary Grades: A community language inquiry unit. In García, O. and Maciel, R. (Eds.). Translanguaging atravessando as fronteiras nacionais.
Martin, K.M., Aponte, G.Y., & García, O. (forthcoming). Countering Raciolinguistic Ideologies: The role of translanguaging in educating bilingual children. Les Cahiers Internationaux de Sociolinguistique.
Solorza, C., Aponte, G.Y., Becker, T., Leverenz, T., & Frias, B. (2019). Translanguaging in Dual Language Bilingual Education: A blueprint for planning units of study: A CUNY-NYSIEB Guide. New York, NY: CUNY-NYSIEB.
Aponte, G. Y. (2018). Centering the marginalized identities of immigrant students of color in the literacy classroom. Texas Education Review, 6(2), 90-97.