Tatyana Kleyn is Professor of Bilingual Education and TESOL at The City College of New York, USA, and co-founder of Dos Puentes Elementary School. She is Principal Investigator for the City University of New York - Initiative on Immigration and Education (CUNY-IIE) and has produced numerous books, articles and films on bilingual education, translanguaging and immigration.Victoria Hunt is the current and founding Principal of Dos Puentes Elementary School. She holds a doctorate in leadership and bilingual education and received dissertation awards from the American Educational Research Association (AERA) Bilingual Education Research SIG and the National Association for Bilingual Education (NABE). Alcira Jaar is Assistant Principal and founding staff member of Dos Puentes Elementary School. Alcira holds a doctorate from Teachers College, Columbia University, and has been an educator in New York City Public Schools for over 20 years. Rebeca Madrigal is a founding bilingual teacher of Dos Puentes Elementary School. She earned an MA from Teachers College, Columbia University, and has over 20 years of experience in New York City Public Schools. Rebeca received the Bilingual Teacher of the Year Award from the New York State Association for Bilingual Education (NYSABE).Consuelo Villegas was the founding Parent Coordinator at Dos Puentes Elementary School. She held numerous positions in New York City Public Schools over 23 years and has been honored for her work in Civil Service. She was awarded NYSABE Bilingual Support Personnel of the Year.

In a political moment, where so much seems impossible and so many seem bent on using our differences to divide, Lessons from a Dual Language Bilingual School is a balm. Through rich narrative, scholarly reflections, and dynamic collaboration, this book offers a roadmap of possibilities not just for those interested in bilingual education, but for all interested in creating and maintaining schools that not only teach but care for communities.

• ContributorsAcknowledgementsOfelia García: ForewordTatyana Kleyn and Victoria Hunt: Dos Puentes Elementary: An IntroductionPillar 1: Bilingüismo, Biliteracidad y MulticulturalismoRebeca Madrigal: IntroductionChapter 1. Jason Horowitz and Armando Lopez, Commentary by Cecilia M. Espinosa: Celebrating Dos LenguajesChapter 2: Diane Figueroa and Karina Malik, Commentary by Laura Ascenzi-Moreno: Translanguaging: Moving beyond "los dos" LenguajesChapter 3. Lara Ginsberg, Commentary by Carmen M. Martínez-Roldán: Building Biliteracy through Educators, Resources and CurriculaChapter 4. Ashley Busone-Rodríguez and Karen Mondol, Commentary by Luz Yadira Herrera: Bilingual Activism a Través de la LectoescrituraChapter 5. Sabrina Poms and Teresita Prieto, Commentary by María Cioè-Peña: Critical Collaboration to Support the Bilingualism and Biliteracy of Children with DisabilitiesPillar 2: Las Familias son Partners, Leaders and AdvocatesConsuelo Villegas, Yesenia J. Moreno and Tatyana Kleyn: IntroductionChapter 6. Stephanie Ubiera, Adriana Cando and Ained Casado, Translated by Angela Paredes Montero, Commentary by Ivana Espinet: Families as Educators, Leaders and AdvocatesChapter 7. Sacha Mercier and Amy Withers, Commentary by Carmina Makar: Bridging Home and SchoolChapter 8. Annette Fernandez, Commentary by Kate Menken: Family Diversity as a Strength and a ChallengeChapter 9. Elga Castro Ramos, Commentary by Bertha Pérez: Building ComunidadChapter 10. Irving Mota and Kimberly Bautista, Commentary by Mary Mendenhall: Socioemotional Learning and SupportChapter 11. Aaron Sidlo, Commentary by Devon Hedrick-Shaw: Remote Learning through a PandemicPillar 3: Investigaciones and Hands-on LearningAlcira Jaar: IntroductionChapter 12. Elizabeth Menendez and Catherine Velásquez-Leacock, Commentary by Dina López: Exploraciones en Early ChildhoodChapter 13. Hazel Garcia-Banguela, Michelle Madera Taveras and Carmen Morel, Commentary by Gladys Y. Aponte: Transition to Investigations and Inquiry in the Upper GradesChapter 14. Karín DeJesus and Yesenia J. Moreno, Commentary by Patricia Martínez-Álvarez: Learning Science through Hands-on-Experiences and AnimalsChapter 15. Peggy McQuaid and Kristen Minno-Bingham, Commentary by Sara Vogel: Field Trips as Paseos to Real World ConnectionsPillar 4: Partnerships with Universities, Organizations y La ComunidadVictoria Hunt: IntroductionChapter 16. Wendy Barrales, Patricia Martínez-Álvarez, Maite T. Sánchez, Belinda Arana and Victoria Hunt, Commentary by Nancy Stern: University Collaborations: Service and Research ProjectsChapter 17. Rebeca Madrigal, Silvia Peña and Jennifer Aquino Peña, Commentary by Sharon Chang: University Partners: Bilingual Student TeachingChapter 18. Clara Bello and Lorene Phillips, Commentary by Heather H. Woodley: Expanding the Arts through Partnerships and PassionChapter 19. Queila Cordero and Joyce Veras, Commentary by Crissa Stephens: Center-Based Learning: Partnerships with Staff Developers and Schools                       Chapter 20. Katherine Higuera-McCoy and Maggie Orzechowski, Commentary by Kate Seltzer: Connections with the Community and BeyondRaphael S. Kollin: A Student’s Closing RemarksCarmen Fariña and Manuel Ramirez: AfterwordIndex

Tatyana Kleyn is Professor of Bilingual Education and TESOL at The City College of New York, USA, and co-founder of Dos Puentes Elementary School. She is Principal Investigator for the City University of New York - Initiative on Immigration and Education (CUNY-IIE) and has produced numerous books, articles and films on bilingual education, translanguaging and immigration.Victoria Hunt is the current and founding Principal of Dos Puentes Elementary School. She holds a doctorate in leadership and bilingual education and received dissertation awards from the American Educational Research Association (AERA) Bilingual Education Research SIG and the National Association for Bilingual Education (NABE). Alcira Jaar is Assistant Principal and founding staff member of Dos Puentes Elementary School. Alcira holds a doctorate from Teachers College, Columbia University, and has been an educator in New York City Public Schools for over 20 years. Rebeca Madrigal is a founding bilingual teacher of Dos Puentes Elementary School. She earned an MA from Teachers College, Columbia University, and has over 20 years of experience in New York City Public Schools. Rebeca received the Bilingual Teacher of the Year Award from the New York State Association for Bilingual Education (NYSABE).Consuelo Villegas was the founding Parent Coordinator at Dos Puentes Elementary School. She held numerous positions in New York City Public Schools over 23 years and has been honored for her work in Civil Service. She was awarded NYSABE Bilingual Support Personnel of the Year.

In a political moment, where so much seems impossible and so many seem bent on using our differences to divide, Lessons from a Dual Language Bilingual School is a balm. Through rich narrative, scholarly reflections, and dynamic collaboration, this book offers a roadmap of possibilities not just for those interested in bilingual education, but for all interested in creating and maintaining schools that not only teach but care for communities.

• ContributorsAcknowledgementsOfelia García: ForewordTatyana Kleyn and Victoria Hunt: Dos Puentes Elementary: An IntroductionPillar 1: Bilingüismo, Biliteracidad y MulticulturalismoRebeca Madrigal: IntroductionChapter 1. Jason Horowitz and Armando Lopez, Commentary by Cecilia M. Espinosa: Celebrating Dos LenguajesChapter 2: Diane Figueroa and Karina Malik, Commentary by Laura Ascenzi-Moreno: Translanguaging: Moving beyond "los dos" LenguajesChapter 3. Lara Ginsberg, Commentary by Carmen M. Martínez-Roldán: Building Biliteracy through Educators, Resources and CurriculaChapter 4. Ashley Busone-Rodríguez and Karen Mondol, Commentary by Luz Yadira Herrera: Bilingual Activism a Través de la LectoescrituraChapter 5. Sabrina Poms and Teresita Prieto, Commentary by María Cioè-Peña: Critical Collaboration to Support the Bilingualism and Biliteracy of Children with DisabilitiesPillar 2: Las Familias son Partners, Leaders and AdvocatesConsuelo Villegas, Yesenia J. Moreno and Tatyana Kleyn: IntroductionChapter 6. Stephanie Ubiera, Adriana Cando and Ained Casado, Translated by Angela Paredes Montero, Commentary by Ivana Espinet: Families as Educators, Leaders and AdvocatesChapter 7. Sacha Mercier and Amy Withers, Commentary by Carmina Makar: Bridging Home and SchoolChapter 8. Annette Fernandez, Commentary by Kate Menken: Family Diversity as a Strength and a ChallengeChapter 9. Elga Castro Ramos, Commentary by Bertha Pérez: Building ComunidadChapter 10. Irving Mota and Kimberly Bautista, Commentary by Mary Mendenhall: Socioemotional Learning and SupportChapter 11. Aaron Sidlo, Commentary by Devon Hedrick-Shaw: Remote Learning through a PandemicPillar 3: Investigaciones and Hands-on LearningAlcira Jaar: IntroductionChapter 12. Elizabeth Menendez and Catherine Velásquez-Leacock, Commentary by Dina López: Exploraciones en Early ChildhoodChapter 13. Hazel Garcia-Banguela, Michelle Madera Taveras and Carmen Morel, Commentary by Gladys Y. Aponte: Transition to Investigations and Inquiry in the Upper GradesChapter 14. Karín DeJesus and Yesenia J. Moreno, Commentary by Patricia Martínez-Álvarez: Learning Science through Hands-on-Experiences and AnimalsChapter 15. Peggy McQuaid and Kristen Minno-Bingham, Commentary by Sara Vogel: Field Trips as Paseos to Real World ConnectionsPillar 4: Partnerships with Universities, Organizations y La ComunidadVictoria Hunt: IntroductionChapter 16. Wendy Barrales, Patricia Martínez-Álvarez, Maite T. Sánchez, Belinda Arana and Victoria Hunt, Commentary by Nancy Stern: University Collaborations: Service and Research ProjectsChapter 17. Rebeca Madrigal, Silvia Peña and Jennifer Aquino Peña, Commentary by Sharon Chang: University Partners: Bilingual Student TeachingChapter 18. Clara Bello and Lorene Phillips, Commentary by Heather H. Woodley: Expanding the Arts through Partnerships and PassionChapter 19. Queila Cordero and Joyce Veras, Commentary by Crissa Stephens: Center-Based Learning: Partnerships with Staff Developers and Schools                       Chapter 20. Katherine Higuera-McCoy and Maggie Orzechowski, Commentary by Kate Seltzer: Connections with the Community and BeyondRaphael S. Kollin: A Student’s Closing RemarksCarmen Fariña and Manuel Ramirez: AfterwordIndex

Tatyana Kleyn is Professor of Bilingual Education and TESOL at The City College of New York, USA, and co-founder of Dos Puentes Elementary School. She is Principal Investigator for the City University of New York - Initiative on Immigration and Education (CUNY-IIE) and has produced numerous books, articles and films on bilingual education, translanguaging and immigration.Victoria Hunt is the current and founding Principal of Dos Puentes Elementary School. She holds a doctorate in leadership and bilingual education and received dissertation awards from the American Educational Research Association (AERA) Bilingual Education Research SIG and the National Association for Bilingual Education (NABE). Alcira Jaar is Assistant Principal and founding staff member of Dos Puentes Elementary School. Alcira holds a doctorate from Teachers College, Columbia University, and has been an educator in New York City Public Schools for over 20 years. Rebeca Madrigal is a founding bilingual teacher of Dos Puentes Elementary School. She earned an MA from Teachers College, Columbia University, and has over 20 years of experience in New York City Public Schools. Rebeca received the Bilingual Teacher of the Year Award from the New York State Association for Bilingual Education (NYSABE).Consuelo Villegas was the founding Parent Coordinator at Dos Puentes Elementary School. She held numerous positions in New York City Public Schools over 23 years and has been honored for her work in Civil Service. She was awarded NYSABE Bilingual Support Personnel of the Year.

In a political moment, where so much seems impossible and so many seem bent on using our differences to divide, Lessons from a Dual Language Bilingual School is a balm. Through rich narrative, scholarly reflections, and dynamic collaboration, this book offers a roadmap of possibilities not just for those interested in bilingual education, but for all interested in creating and maintaining schools that not only teach but care for communities.

• ContributorsAcknowledgementsOfelia García: ForewordTatyana Kleyn and Victoria Hunt: Dos Puentes Elementary: An IntroductionPillar 1: Bilingüismo, Biliteracidad y MulticulturalismoRebeca Madrigal: IntroductionChapter 1. Jason Horowitz and Armando Lopez, Commentary by Cecilia M. Espinosa: Celebrating Dos LenguajesChapter 2: Diane Figueroa and Karina Malik, Commentary by Laura Ascenzi-Moreno: Translanguaging: Moving beyond "los dos" LenguajesChapter 3. Lara Ginsberg, Commentary by Carmen M. Martínez-Roldán: Building Biliteracy through Educators, Resources and CurriculaChapter 4. Ashley Busone-Rodríguez and Karen Mondol, Commentary by Luz Yadira Herrera: Bilingual Activism a Través de la LectoescrituraChapter 5. Sabrina Poms and Teresita Prieto, Commentary by María Cioè-Peña: Critical Collaboration to Support the Bilingualism and Biliteracy of Children with DisabilitiesPillar 2: Las Familias son Partners, Leaders and AdvocatesConsuelo Villegas, Yesenia J. Moreno and Tatyana Kleyn: IntroductionChapter 6. Stephanie Ubiera, Adriana Cando and Ained Casado, Translated by Angela Paredes Montero, Commentary by Ivana Espinet: Families as Educators, Leaders and AdvocatesChapter 7. Sacha Mercier and Amy Withers, Commentary by Carmina Makar: Bridging Home and SchoolChapter 8. Annette Fernandez, Commentary by Kate Menken: Family Diversity as a Strength and a ChallengeChapter 9. Elga Castro Ramos, Commentary by Bertha Pérez: Building ComunidadChapter 10. Irving Mota and Kimberly Bautista, Commentary by Mary Mendenhall: Socioemotional Learning and SupportChapter 11. Aaron Sidlo, Commentary by Devon Hedrick-Shaw: Remote Learning through a PandemicPillar 3: Investigaciones and Hands-on LearningAlcira Jaar: IntroductionChapter 12. Elizabeth Menendez and Catherine Velásquez-Leacock, Commentary by Dina López: Exploraciones en Early ChildhoodChapter 13. Hazel Garcia-Banguela, Michelle Madera Taveras and Carmen Morel, Commentary by Gladys Y. Aponte: Transition to Investigations and Inquiry in the Upper GradesChapter 14. Karín DeJesus and Yesenia J. Moreno, Commentary by Patricia Martínez-Álvarez: Learning Science through Hands-on-Experiences and AnimalsChapter 15. Peggy McQuaid and Kristen Minno-Bingham, Commentary by Sara Vogel: Field Trips as Paseos to Real World ConnectionsPillar 4: Partnerships with Universities, Organizations y La ComunidadVictoria Hunt: IntroductionChapter 16. Wendy Barrales, Patricia Martínez-Álvarez, Maite T. Sánchez, Belinda Arana and Victoria Hunt, Commentary by Nancy Stern: University Collaborations: Service and Research ProjectsChapter 17. Rebeca Madrigal, Silvia Peña and Jennifer Aquino Peña, Commentary by Sharon Chang: University Partners: Bilingual Student TeachingChapter 18. Clara Bello and Lorene Phillips, Commentary by Heather H. Woodley: Expanding the Arts through Partnerships and PassionChapter 19. Queila Cordero and Joyce Veras, Commentary by Crissa Stephens: Center-Based Learning: Partnerships with Staff Developers and Schools                       Chapter 20. Katherine Higuera-McCoy and Maggie Orzechowski, Commentary by Kate Seltzer: Connections with the Community and BeyondRaphael S. Kollin: A Student’s Closing RemarksCarmen Fariña and Manuel Ramirez: AfterwordIndex