Our Faculty

Gladys Y. Aponte

Supervised Fieldwork Advisor

Gladys Y. Aponte began teaching at Bank Street College as an adjunct instructor when she graduated from the Dual Language Bilingual Childhood Special Education program in 2013. She is now proud to be a fieldwork advisor and course instructor in the Bilingual and TESOL programs.

Gladys is currently a doctoral candidate in the Urban Education Program at the CUNY Graduate Center. Prior to pursuing a doctoral degree, Gladys was a bilingual teacher in New York City public schools. She is dedicated to working closely with teachers of emergent bilingual students to develop culturally/linguistically-sustaining classroom settings. 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.

Educational Background

MSEd Dual Language/Bilingual Childhood Special Education, Bank Street College of Education


Espinet, I., Sánchez, M. T., & Aponte, G. Y. (2021). Creating translanguaging inquiry spaces in bilingual classrooms. In E. Erling, J. Clegg, C. M. Rubagumya, & C. Reilly (Eds.), Multilingual learning and language supportive pedagogies in Sub-Saharan Africa (pp. 175-192). Routledge.

Juarez Mendoza, A.N., & Aponte, G.Y. (2021). Coastal Reflections: A Plática on Embodied Knowledge and Schooling Wounds. In Fowler, T.A., & Allen, W.S. (Eds.), Duoethnographic Encounters (pp. 83-94). DIO Press, New York.

Aponte, G.Y., Espinet, I., & Seltzer, K. (2020). Fostering Bilingual Reading Identities in Dual Language Bilingual Classrooms. In CUNY-NYSIEB (Eds.), Translanguaging and transformative teaching for emergent bilingual students: Lessons from the CUNY-NYSIEB project (pp. 115-130). New York: Routledge.

Espinet, I., Aponte, G. Y., Sánchez, M. T., Figueroa, D. C. & Busone-Rodríguez, A. (2020). Interrogating language ideologies in the primary grades: A community language inquiry unit. In The CUNY-NYSIEB Team (eds.). Translanguaging and transformative teaching for emergent bilingual students: Lessons from the CUNY-NYSIEB project (pp. 219-238). Routledge.

García, O., Aponte, G.Y., & Le, K., (2020). Primary bilingual classrooms: Translations and translanguaging. In Laviosa, S., & González Davies, M. (Eds.). The Routledge handbook of translation and education, p.81-94. Taylor and Francis.

Martin, K.M., Aponte, G.Y., & García, O. (2020). Countering raciolinguistic ideologies: The role of translanguaging in educating bilingual children. Cahiers internationaux de sociolinguistique, 16(2), 19-41.  doi:10.3917/cisl.1902.0019.

Seltzer, K., Ascenzi-Moreno, L., & Aponte, G.Y. (2020). Translanguaging and Early Childhood Education in the USA: Insights from the CUNY-NYSIEB Project. In J. A. Panagiotopoulou, L. Rosen, & J. Strzykala (Eds.), Inclusion, Education and Translanguaging: Inklusion und Bildung in Migrationsgesellschaften. (pp. 23–39). Wiesbaden,VS: Springer.

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: City University of New York–New York State Initiative on Emergent Bilinguals (CUNY-NYSIEB), The Graduate Center.

Aponte, G. Y. (2018). Centering the marginalized identities of immigrant students of color in the literacy classroom. Texas Education Review, 6(2), 90-97.