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Research & PublicationsI am an applied researcher in bilingual education. My primary area of interest in understanding how bilingual teachers support emergent bilinguals as agents in literacy learning. I am also interested in describing and explaining how school systems and collaborative leadership structures provide the groundwork for strong programming and instruction for emergent bilingual students.
Please visit my Academia site to access publications. |
Selected Publications
Peer-Reviewed Articles & Chapters:
Seltzer, K., Ascenzi-Moreno, L., & Aponte, G. (Forthcoming). Translanguaging and Early Childhood Education:
Insights from the CUNY-NYSIEB Project. in "Inclusion, Education, and Translanguaging: How to Promote Social Justice in (Teacher) Education?'
Ascenzi-Moreno, L., Guilamo, A., & Vogel, S. (Forthcoming: May, 2020). Integrating Coding and Language Arts: A View into Sixth Graders' Multimodal and Multilingual Learning. Voices from the Middle.
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
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
Ascenzi-Moreno, L. (July 2018). Translanguaging and responsive assessment adaptations: Emergent bilingual readers through the lens of possibility. Language Arts. *** Recipient of the Language Arts Journal Distinguished Article Award 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.”
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).
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).
Ascenzi-Moreno, L. (2016). An exploration of elementary teachers' views of informal reading inventories in dual language bilingual programs. Literacy Research and Instruction, Published on-line May 4, 2016. DOI: 10.1080/19388071.2016.1165318
Ascenzi-Moreno, Hesson, S., & Menken, K. (2016). School leadership along the trajectory from monolingual to multilingual. Language and Education, 30(3). DOI: 10.1080/09500782.2015.1093499
García, O. and Ascenzi-Moreno, L. (2016). "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.
Ascenzi-Moreno, L. & Flores, N. (2012). A Case Study of Bilingual Policy & Practices at the Cypress Hills Community School. In García, O., Octu, B., & Zakharia, Z. (Eds). Bilingual Community Education & Multilingualism. Bristol, UK: Multilingual Matters.
Ascenzi-Moreno, L. et. al. (2008). Learning through descriptive inquiry at the Cypress Hills Community School. Language Arts, 85(5), 392-400.
Curriculum Guides:
Espinosa, C., Ascenzi-Moreno, L., & Vogel, S. (2016). A Translanguaging Pedagogy for Writing: A CUNY NYSIEB Guide for Educators.
Ascenzi-Moreno, L., Kleyn, T., & Menken, K. (2013). A CUNY-NYSIEB FRAMEWORK FOR THE EDUCATION OF ‘LONG-TERM ENGLISH LEARNERS’: 6-12 GRADES.
Seltzer, K., Ascenzi-Moreno, L., & Aponte, G. (Forthcoming). Translanguaging and Early Childhood Education:
Insights from the CUNY-NYSIEB Project. in "Inclusion, Education, and Translanguaging: How to Promote Social Justice in (Teacher) Education?'
Ascenzi-Moreno, L., Guilamo, A., & Vogel, S. (Forthcoming: May, 2020). Integrating Coding and Language Arts: A View into Sixth Graders' Multimodal and Multilingual Learning. Voices from the Middle.
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
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
Ascenzi-Moreno, L. (July 2018). Translanguaging and responsive assessment adaptations: Emergent bilingual readers through the lens of possibility. Language Arts. *** Recipient of the Language Arts Journal Distinguished Article Award 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.”
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).
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).
Ascenzi-Moreno, L. (2016). An exploration of elementary teachers' views of informal reading inventories in dual language bilingual programs. Literacy Research and Instruction, Published on-line May 4, 2016. DOI: 10.1080/19388071.2016.1165318
Ascenzi-Moreno, Hesson, S., & Menken, K. (2016). School leadership along the trajectory from monolingual to multilingual. Language and Education, 30(3). DOI: 10.1080/09500782.2015.1093499
García, O. and Ascenzi-Moreno, L. (2016). "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.
Ascenzi-Moreno, L. & Flores, N. (2012). A Case Study of Bilingual Policy & Practices at the Cypress Hills Community School. In García, O., Octu, B., & Zakharia, Z. (Eds). Bilingual Community Education & Multilingualism. Bristol, UK: Multilingual Matters.
Ascenzi-Moreno, L. et. al. (2008). Learning through descriptive inquiry at the Cypress Hills Community School. Language Arts, 85(5), 392-400.
Curriculum Guides:
Espinosa, C., Ascenzi-Moreno, L., & Vogel, S. (2016). A Translanguaging Pedagogy for Writing: A CUNY NYSIEB Guide for Educators.
Ascenzi-Moreno, L., Kleyn, T., & Menken, K. (2013). A CUNY-NYSIEB FRAMEWORK FOR THE EDUCATION OF ‘LONG-TERM ENGLISH LEARNERS’: 6-12 GRADES.
