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Giving Voice to Multilingual Students: Strengthening K-12 Standards-Based Literacy Practices

A Panel Discussion

What key skills and dispositions must English as a New Language (ENL) teachers develop to support multilingual students as they learn English? How can we strengthen standards-based literacy practices by preserving students’ linguistic diversity?



Cristian R. Solorza
Director, TESOL & Dual Language Bilingual Programs

Cristian has been part of Bank Street College’s faculty since 2003. He is currently the director of the Dual Language Bilingual & TESOL programs. He teaches Curriculum Development and Sheltered Instruction in Dual Language Bilingual Classrooms, Native Language Literacy for Spanish-Speaking Children, and advises students in dual language bilingual and special education settings. Before joining the Bank Street community, Cristian was an early childhood educator and later a dual language bilingual NYC elementary school teacher. His degrees include an MSEd in dual language bilingual childhood special and general education and a MEd in school leadership from Bank Street College. He is currently pursuing his PhD in Urban Education at the City University of New York Graduate Center.


NoneDr. Nelson Flores
Assistant Professor in Educational Linguistics, University of Pennsylvania

Nelson is an assistant professor of educational linguistics at the University of Pennsylvania Graduate School of Education. His research seeks to denaturalize raciolinguistic ideologies that inform current conceptualizations of language education. This entails both historical analysis of the origins of contemporary raciolinguistic ideologies and contemporary analysis examining how current language education policies and practices reproduce these ideologies.

NonePamela M. Jones
Instructor/Advisor, Teaching and Learning Department, Bank Street College Graduate School of Education

Pamela M. Jones, MSEd, MPA, is an advisor and instructor in the Childhood Special and General Education program at Bank Street College. She teaches Designing and Managing Classroom Environments for Inclusive and Special Education Settings; she has also taught Developmental Variations. Before joining Bank Street, Pam worked as a learning specialist for grades K and one, as a third grade general education teacher in an inclusive setting, and as a 5th grade teacher in a general education classroom. In addition, she has served as a Child Study Coordinator for grades K- 2. Pam earned a Masters in Public Administration from Columbia University and a Masters of Science in Education from Bank Street College of Education in the Childhood Special and General Education, Dual Certification Program. Currently, Pam is pursuing her doctorate in literacy at New York University.

NoneDr. Nicole Moriarty
Director of K-12 ENL, Mineola Union Free School District

Nicole graduated Manhattan College with a degree in History and Secondary Education. Soon after graduation, Nicole taught at DeWitt Clinton HS in the Bronx while attending St. John’s University. Nicole graduated SJU with a dual master’s degree in Special Education and Reading. Nicole continued her career at Roosevelt HS in Yonkers while pursuing her doctoral studies. She graduated SJU with a doctorate in Educational Leadership and Differentiation. Her dissertation included the creation of a High School Learning-Style Inventory. In 2005, Nicole was hired at Mineola HS as the Instructional Leader for the Social Studies department. In 2011, she accepted the Assistant Principal position where she began exploring the work surrounding ESL instruction and the implementation of Part 154. In 2013, Nicole enrolled in a certification program to obtain her TESOL certification through Molloy College. Currently, she is the K-12 ENL Director where her responsibilities include the K-12 ENL and K-5 Dual Language programs.

NoneMegan Purvis
ENL Instructional Specialist & Professional Development Coordinator for the Multilingual Learner Project, New Visions for Public Schools

Megan is responsible for collaborating with teacher and leadership teams and New Visions staff to ensure that Multilingual Language Learners (MLLs) are provided support in the areas of compliance, instruction and advocacy. She is also an instructor for the Multilingual Learners Project, a new TESOL certificate program in collaboration with City College of New York. She previously worked as the induction coordinator for the Teaching Residents program at Teachers College where she developed and provided support for graduates of the program. She holds a B.A. from Wesleyan University and an M.S. Ed. in TESOL from Long Island University.

NoneKate Seltzer
PhD Candidate in Urban Education, The Graduate Center, CUNY, & Co-Author of The Translanguaging Classroom: Leveraging Student Bilingualism for Learning

Kate Seltzer is an Enhanced Chancellor’s Fellow and doctoral candidate in Urban Education at the Graduate Center, CUNY. A former high school English Language Arts teacher in New York City, Kate teaches pre- and in-service teachers in the Bilingual/TESOL department at the City University of New York, CUNY. She is co-author of the recent book, The Translanguaging Classroom: Leveraging Student Bilingualism for Learning with Ofelia García and Susana Ibarra Johnson and Translanguaging: A CUNY-NYSIEB Guide for Educators with Christina Celic, as well as several other publications on translanguaging in schools.