Laura Ascenzi-Moreno
Professor
Childhood, Bilingual and Special Education
Location: 2105 James Hall
Phone: 718.951.5000 x3757
Fax: 718.951.4816
Email:
Laura Ascenzi-Moreno's Web site
Dr. Ascenzi-Moreno, Professor of Bilingual Education & Bilingual Program Coordinator, is dedicated to the development of teachers able to work with diverse populations.
She worked in a dual language, bilingual program as a teacher (K-2) and coach. Her research focuses on emergent bilinguals' literacy development and the development of teacher knowledge, and how these intersect with equity. Her research interests include translanguaging, reading instruction, biliteracy, multi-modalities, and assessment.
She was an Associate Investigator for the CUNY-NYSIEB project and is now Co-PI of the Participating in Literacies in Computer Science project. She is a member of New York State Association of Bilingual Education, the National Committee for Effective Literacy, and NCTE. She is part of NCTE's Elementary Steering Committee (2022-2026). Her publications are found in The Reading Teacher, the Journal of Literacy Research, Literacy Research & Instruction, Language Arts, Literacy Now, etc
Education:
Ph.D. , CUNY Graduate Center - 2012 (Urban Education)
Program, Bank Street College of Education - 2004 (Bilingual ESL and Teacher Leadership Program)
Permanent Certification, New York State Education Department - 2002 (PreKindergarten, Kindergarten, Grades 1-6)
M.A., Harvard Graduate School of Education - 1999 (Individualized Studies in Education)
B.A., Swarthmore College - 1994 (Anthropology and Education)
Areas of Expertise:
Bilingual education, bilingualism, biliteracy, reading development, translanguaging, assessment, teacher knowledge, multiple modalities, equity.
Professor Ascenzi-Moreno possesses permanent New York State Certification for PreK, Kindergarten, and Grades 1-6. She is an Facilitating Mentoring trainer through CIMER.
She was a recipient of a Fulbright Scholarship focused on literacy community-based, early childhood centers in Bogotá, Colombia.
Books and Publications
Ascenzi-Moreno, L. (2023). Forging an understanding of reading instruction for multilingual students in the time of the SOR.
Bilingual Basics, TESOL International Association Newsletter, http://newsmanager.commpartners.com/tesolbeis/issues/2023-03-31/5.html (Books and Publications: Other) 2023
Ascenzi-Moreno, L., García, O., & López, Alexis. (2023). Leveraging bilingual students' translanguaging in assessment. In Ed. by S. Melo-Pfeifer and C. Olivier. Assessing the Competence of Plurilingual Students: Theories, Educative Issues and Empirical Approach. New York: Routledge. Invited Book Chapter. (Books and Publications: Book Chapter) 2023
Vacca, R., Vogel, S., Ascenzi-Moreno, L., & Hoadley, C. (2023). Acompañamiento: Centering Vulnerability and Agency in Co-Designing Computing and Translanguaging Curriculum with Teachers. Peer-reviewed chapter in (Re)imagining the Future of Translanguaging Pedagogies in Classrooms through Teacher-Researcher Collaboration. Ed. Carey-Shepard & Tian. Peer Reviewed Book Chapter.
(Books and Publications: Book Chapter) 2023
Ascenzi-Moreno, L. & Quinones, R. (2022). "Those books are not mirror books to me:" Learning from children about how to do identity through reading in a dual language bilingual classroom. Journal of Children's Literature. (Books and Publications: Article (Peer-reviewed)) 2022
Ascenzi-Moreno, L., Espinosa, M.C., & Lehner-Quam, A. (2022). Move, play, language: A translanguaged multimodal approach to literacies with young emergent bilinguals. In Multimodal Literacies in Young Emergent Bilinguals: Speaking Back to Print-Centric Practices. Ed. Brown, S. & Hao, L. Bristol, UK: Multilingual Matters. (Books and Publications: Book Chapter) 2022
Espinosa, C.M. & Ascenzi-Moreno, L. (2022). What is the one best thing a principal can do to support his/her teachers, and why is what you are suggesting so important? Ed Week's Classroom Q & A. Blog Post. https://www.edweek.org/leadership/opinion-principals-supporting-your-teachers-doesnt-have-to-be-such-hard-work/2022/05 (Books and Publications: Other) 2022
Radke, S., Vogel, S., Ma, J., Hoadley, C., & Ascenzi-Moreno, L. (2022). Emergent bilingual middle schoolers' syncretic reasoning in statistical modeling. Teachers' College Record. https://www.tcrecord.org/LIBRARY/abstract.asp?contentid=24053 (Books and Publications: Article (Peer-reviewed)) 2022
Ascenzi-Moreno, L. & Seltzer, K. (2021). Always at the bottom: Language ideologies in the assessment of emergent bilinguals. Journal of Literacy Research. (Books and Publications: Article (Peer-reviewed)) 2021
Ascenzi-Moreno, L. (2021) Leveraging the "learning edge:" Translanguaging, teacher agency, and assessing emergent bilinguals' reading. In Translanguaging and Transformative Teaching for Emergent Bilingual Students. Ed. City University of New York-New York State Iniative on Emergent Bilinguals. London, UK: Routledge. (Books and Publications: Book Chapter) 2021
Espinosa, C., Ascenzi-Moreno, L. Kleyn, T., & Sanchez, M. (2021). Transforming Bilingual Teacher Education at CUNY. in Multilingual Students, Translanguaging and CUNY NYSIEB, In Translanguaging and Transformative Teaching for Emergent Bilingual Students. Ed. City University of New York-New York State Iniative on Emergent Bilinguals. London, UK: Routledge. (Books and Publications: Book Chapter) 2021
Espinosa, C.M., Ascenzi-Moreno, L., & Vogel S. (2021). Building on strengths: Translanguaging and writing. In Translanguaging and Transformative Teaching for Emergent Bilingual Students. Ed. City University of New York-New York State Iniative on Emergent Bilinguals. London, UK: Routledge. (Books and Publications: Book Chapter) 2021
Espinosa. M.C., & Ascenzi-Moreno, L. (2021). Rooted in Strength: Using Translanguaging to Grow Readers & Writers. New York, NY: Scholastic. (Books and Publications: Book (Authored)) 2021
Ascenzi-Moreno, L. & Quinones, R. (2020). Bringing Bilingualism to the Center of Guided Reading. The Reading Teacher. (Books and Publications: Article (Peer-reviewed)) 2020
Ascenzi-Moreno, L., Guilamo, A., & Vogel, S. (2020). Integrating Coding and Language Arts: A View into Sixth Graders' Multimodal and Multilingual Learning. Voices from the Middle. 27(4), p. 47-52. (Books and Publications: Article (Peer-reviewed)) 2020
Seltzer, K., Ascenzi-Moreno, L., & Aponte, G. (2020). Translanguaging and Early Childhood Education:
Insights from the CUNY-NYSIEB Project. in "Inclusion, Education, and Translanguaging: How to Promote Social Justice in (Teacher) Education?' (Books and Publications: Book Chapter) 2020
Ascenzi-Moreno, L. & Vogel, S. (2019). Pushing the Field & Practice: Ofelia García's Reflective and Responsive Approach to Educational Innovation. Journal of Multilingual Education Research, Vol. 9, Article 16 (Books and Publications: Article (Peer-reviewed)) 2019
Vogel, S., Hoadley, C., Ascenzi-Moreno, L. & Menken, K. (2019). The Role of Translanguaging in Computational Literacies: Documenting Middle School Bilinguals' Practices in Computer Science Integrated Units. Proceedings of the 50th ACM Technical Symposium on Computer Science Education (Books and Publications: Article (Other)) 2019
Ascenzi-Moreno, L. & Espinosa, C. (2018). "Opening Up Spaces for their Whole Selves:" A Case Study Group's Exploration of Translanguaging Practices in Writing. New York State TESOL Journal, 5(1). (Books and Publications: Article (Peer-reviewed)) 2018
Ascenzi-Moreno, L. (2018). Translanguaging and responsive assessment adaptations: Emergent bilingual readers through the lens of possibility. Language Arts. (Books and Publications: Article (Peer-reviewed)) 2018
Vogel, S., Ascenzi-Moreno, L., and García, O. (2018). An expanded view of translanguaging: Leveraging the dynamic interactions between a young multilingual writer and machine translation software. Book: "Pluralism for Contexts." (Books and Publications: Book Chapter) 2018
Ascenzi-Moreno, L. (2017). From deficit to diversity: How teachers of recently arrived emergent bilinguals negotiate ideological and pedagogical change. Schools: Studies in Education, 15(2). (Books and Publications: Article (Peer-reviewed)) 2017
Ascenzi-Moreno, Hesson & Menken (2016). School leadership along the trajectory from monolingual to multlingual. Language & Education. (Books and Publications: Article (Peer-reviewed)) 2016
Ascenzi-Moreno, L. (2016). An Exploration of Elementary Teachers' Views of Informal Reading Inventories in Dual Language Bilingual Programs. Literacy Research and Instruction. (Books and Publications: Article (Peer-reviewed)) 2016
Espinosa, C., Ascenzi-Moreno, L., & Vogel, S. (2016). A Translanguaging Pedagogy for Writing: A CUNY-NYSIEB Guide for Educators. New York, NY: CUNY NYSIEB. (Books and Publications: Book (Authored)) 2016
García, O. and L. Ascenzi-Moreno. "Assessment in school from a translanguaging angle." Gegenwärtige Sprachkontakte im Kontext der Migration. Eds. R. Bekcert, J. Luth, S. Ptashnyk, P. Wolf Farré and M. Wolny. Heidelberg, Germany: Winter Verlag. (Books and Publications: Forthcoming Publications) 2016
"How Can We Make Meaning of Content Assessment Data Generated by the Common Core State Standards and Use It to Inform and Improve Instruction?" Common Core and ELLs/Emergent Bilinguals: A Guide for All Educators. Eds. G. Valdez, K. Menken and M. Castro. Philadelphia: Caslon Publishing. (Books and Publications: Book Chapter) 2015
"What Kinds of Data Are Needed to Track and Plan for ELLs PreK-3?" Young Dual Language Learners: A Guide for PreK-3 Leaders. Ed. K. Nemeth. Philadelphia: Carlson Publishing. (Books and Publications: Book Chapter) 2014
"What Strategies Will Help Administration and Staff Cope With Conflict in Diverse Environments?" Young Dual Language Learners: A Guide for PreK-3 Leaders. Ed. K. Nemeth. Philadelphia: Carlson Publishing. (Books and Publications: Book Chapter) 2014
Ascenzi-Moreno, L., T. Kleyn and K. Menken. "CUNY-NYSIEB Framework for the Education of Long-term English Language Learners." New York: CUNY-NYSIEB. (Books and Publications: Article (Other)) 2013
Perez-Rosario, V. and L. Ascenzi-Moreno. "Supporting Schools to Improve the Educational Outcomes of Emergent Bilinguals." Huffington Post blog, April: http://www.huffingtonpost.com/vanessa-perez/supporting-schools-to-imp_b_3104993.html. (Books and Publications: Article (Other)) 2013
Ascenzi-Moreno, L. and N. Flores. "A Case Study of Bilingual Policy & Practices at the Cypress Hills Community School." Bilingual Community Education & Multilingualism. Eds. O. García, B. Octu and Z. Zakharia. Bristol, United Kingdom: Multilingual Matters. (Books and Publications: Book Chapter) 2012
Ascenzi-Moreno, L. and O. García. "How to Use This Translanguaging Guide: The Collaborative Descriptive Inquiry Process." Translanguaging: A CUNY-NYSIEB Guide for Educators. Eds. C. Celic and K. Seltzer. New York: CUNY-NYSIEB. (Books and Publications: Article (Other)) 2012
Creative Work
Espinosa, C. & Ascenzi-Moreno, L. (2022) Translanguaging: Inviting the whole child into the classroom. Ethical Schools Podcast: https://podcasts.apple.com/us/podcast/translanguaging-inviting-the-whole-child-into/id1459925807?i=1000564121736 (Exhibition or Performance) 2022
Awards, Honors and Fellowships
PSC CUNY Grant: TRADB-53-73: Equity in Early Literacy: Equity in Early Literacy: Phonemic Awareness & Phonics through a Translanguaging Lens (Grants and Fellowships) 2022
National Council of Teachers of English Research Fund Grant Recipient for Collaborative Research with Rebecca Quinones: Developing Bilingual Readers: A Bilingual Vision for Mentor Texts. (Awards and Honors) 2019
Language Arts Distinguished Article Award (Awards and Honors) 2018
National Science Foundation Grant:
Award Abstract #1837446
Participating in Literacies and Computer Science: A research-practice partnership to explore new computational literacies ($1,000,000) (Grants and Fellowships) 2018
National Science Foundation Grant:
Award Abstract #1738645
Leveraging Multilingualism to Support Computer Science Education through Translanguaging Pedagogies ($300,000) (Grants and Fellowships) 2017
PSC CUNY Grant: TRADB-48-88: A Dynamic Approach to Emergent Bilingual Reading: How Teachers Bring Forth the Needs of Emergent Bilinguals in Classroom Reading Instruction (Grants and Fellowships) 2017
Student Technology Fee Grant: Infusing Technology in Literacy Instruction for Elementary Childhood and Childhood Bilingual Teacher Candidates (Undergraduate) (Grants and Fellowships) 2017
PSC-CUNY Grant: TRADA-47-199: The Quest for Accurate Reading Assessments of Emergent Bilinguals: An Exploration of Teacher Adaptations & Analysis of Reading Assessments (Grants and Fellowships) 2016
CUNY New York State Initiative on Emergent Bilinguals: Associate Investigator (Grants and Fellowships) 2015
New York State Initiative on Emergent Bilinguals: Associate Investigator. (Grants and Fellowships) 2014
PSC-CUNY Award #67133-00 45, for "Developing Writers' Competencies and Identities: Designing Writing Experiences and Instruction for Recently-arrived Emergent Bilingual Students Through Translanguaging." (Grants and Fellowships) 2014
New York State Initiative on Emergent Bilinguals: Associate Investigator. (Grants and Fellowships) 2013
Semi-finalist for the 2013 Outstanding Dissertation Competition, sponsored by the American Association of Hispanics in Higher Education and Educational Testing Services. (Awards and Honors) 2013
New York State Initiative on Emergent Bilinguals: Associate Invesigator. (Grants and Fellowships) 2012
Fulbright Scholarship: Bogota, Colombia. Madres Comunitarias: Literacy Leaders and Workers in Early Childhood Centers in Ciudad Bolivar, Bogota. (Awards and Honors) 1995
7th Place Nationwide Westinghouse Science Talent Search (Research in Social Science) (Awards and Honors) 1990
Conferences, Seminars and Symposiums
American Educational Research Association: Presidential Session and Symposium (Conferences, Seminars and Symposiums: Conference Presentation) 2019
Keynote: Coalition of Latinx Scholars, Teachers' College Annual Conference (Conferences, Seminars and Symposiums: Invited Talk) 2019
Keynote: New York State Association of Bilingual Educators Annual Conference (Conferences, Seminars and Symposiums: Invited Talk) 2019
National Council of the Teachers of English Annual Conference: What does translanguaging mean for literacy instruction? (Conferences, Seminars and Symposiums: Conference Presentation) 2019
New York State Association of Bilingual Educators Annual Conference: Guided Reading Transformed and Informed by Bilingualism (Conferences, Seminars and Symposiums: Conference Presentation) 2019
American Educational Research Association, Annual Conference: Professional Development for Practicing Teachers of Emergent Bilinguals: A Focus on Inquiry and Agency (Conferences, Seminars and Symposiums: Conference Presentation) 2017
American Educational Research Association, Annual Conference: Translanguaging Pedagogies Shaping Language Policy and Program Design Toward Educational Opportunity for Emergent Bilinguals (Symposium Organizer) (Conferences, Seminars and Symposiums: Conference Presentation) 2017
American Educational Research Association, Annual Conference: Expanding the 'Linguistic Repetoire': How Machine Translation Practices Expand Translanguaging Pedagogies (Conferences, Seminars and Symposiums: Conference Presentation) 2017
A Case Study of Instructional Change: Examining Contexts for Learning about Emergent Bilinguals. AERA National Conference. (Conferences, Seminars and Symposiums: Conference Presentation) 2016
Home Language as a Transformative Force in Writing: A Story of Partnership in the Implementation of Translanguaging Pedagogies in ENL Secondary Classrooms. NYSABE Conference with Cecilia Espinosa & Deymiss Caraballo. (Conferences, Seminars and Symposiums: Conference Presentation) 2016
Technology and translanguaging: A guided tour of pedagogical changes and discoveries in adapting English Language Arts curriculum with technology for newcomers. NYSABE Conference with Sara Vogel. (Conferences, Seminars and Symposiums: Conference Presentation) 2016
The Many Faces of Newcomers: New York State Education Department Office of Bilingual Education and World Languages Teachers' Institute 2016 (Conferences, Seminars and Symposiums: Invited Talk) 2016
School Leadership Along the Trajectory from Monolingual to Multilingual: AERA National Conference (Conferences, Seminars and Symposiums: Conference Presentation) 2015
Setting the Stage: Drama as the Unifying Element in the Development of Teacher Candidates? Understanding of Literacy, Bilingualism and Student Learning: NYSABE Conference (Conferences, Seminars and Symposiums: Conference Presentation) 2015
"Educating Emergent Bilinguals in New York: A Focus on Structural Changes, Distributive Leadership, Translanguaging Pedagogy and Socio-emotional Supports." AERA National Conference. Spring. (Conferences, Seminars and Symposiums: Conference Presentation) 2014
"When Data Comes Into Play: The Uncertain Course of Assessments for Emergent Bilingual Students." AERA National Conference. Spring. (Conferences, Seminars and Symposiums: Conference Presentation) 2012
Professional Leadership
National Council of Teachers of English, Elementary Steering Committee (2022-2026). (Professional Leadership: Organizational Leadership Position) 2022
Other Professional Activities
Member of the Children's Literature Assembly, Diversity Committee 2023
Elected Member of National Council of Teachers of English (NCTE) Elementary Steering Committee (2022-2026) 2022
Reviewer for AERA Conference Proposals Bilingual Special Interest Group, Invited Reviewer for International Journal of Bilingual Education and Bilingualism, Invited Reviewer for The Reading Teacher, Invited Reviewer for Schools: Studies in Education, Invited Reviewer for The Research of Teaching in English, Invited Reviewer for The New Educator, Invited Reviewer for Language and Education, Invited Reviewer for Language Assessment Quarterly 2019
Participant in the New York Teacher Table (A New York State group of educators and leaders from across P-20 to meaningfully address recruitment and retention challenges). 2018
