Residency Site: Seattle WA
Dr. Cecilia Espinosa has worked in the field of bilingual education since the beginning of her teaching career. She published and presented about her work as an early childhood multiage-bilingual teacher in Phoenix, Arizona. As an administrator, she coordinated a Title VII grant with the purpose of developing a dual language program that strove to put teachers and children at the center. Her work is deeply rooted in Prospect’s Descriptive Processes (developed at the Prospect Center for Education and Research in Bennington, VT.) The core this work is to make visible the knowledge teachers and parents hold of children from a perspective of strength. Another area of her expertise is literacy/biliteracy.
PhD in Language and Literacy from Arizona State University, Tempe Campus
MEd in Elementary Education with endorsements in English as a 2nd Language & Bilingual Education, Arizona State University
BA in Elementary Education with emphasis in Early Childhood, Arizona State University
AA in Early Childhood Education, Scottsdale Comm. College.
I was born in Ecuador, South America and I have worked in the field of bilingual education since 1989. I have worked for many years as an early childhood teacher in multi-age, bilingual kindergarten through second-grade classrooms in Phoenix, Arizona. During these years, I presented at national and international conferences and published articles and chapters about teaching and learning in a bilingual classroom. In 1997, I left the classroom to coordinate a Title VII grant with my school colleagues and we developed a dual language program that strove to put teachers and children at the center. The core of my work with bilingual children and teachers, has been with Prospect’s Descriptive Processes at the Prospect Center for Education and Research in Bennington, VT.
Now as a teacher educator, I continue to work alongside bilingual teachers and children and often utilizes the Descriptive Processes in my teaching and research. My areas of focus are on collaborative research, in particular issues of literacies and biliteracies, teacher learning communities, the interconnections between art and literacy in an emergent curriculum in a preschool setting. I have taught courses on observation and assessment, teacher research, inquiry and literacy/biliteracy. For the last two years, I have lead writing seminars for teachers through the New York City Writing Project.
I have been published in the National Council of Teachers of English journals, Language Arts and Primary Voices, and in international journals such as, Lectura y Vida and Revista Mexicana de Investigacion Educativa. I have also collaborated with Carini et al. in writing sections of the book, Jenny’s Story: Taking the Long View of the Child. Currently, I am an Associate Professor in the Department of Early Childhood/Childhood Education at Lehman College, City University of New York.