RISLUS Associate (Research Institute for the Study of Languages in Urban Society)
Consortial Faculty, CUNY Graduate Center
School of EducationDepartment
Teaching Learning and Culture: Bilingual Education & TESOL
Tatyana Kleyn is an associate professor in the Bilingual Education and TESOL programs at the City College of New York. Tatyana is acting co-PI for the CUNY New York State Initiative on Emergent Bilinguals that supports administrators in developing school-wide bilingual ecologies. In 2007 she received an Ed.D. in international educational development at Teachers College, Columbia University. She is author of “Immigration: The Ultimate Teen Guide” (Scarecrow Press, 2011) and co-author of “Teaching in Two Languages: A Guide for K-12 Bilingual Educators” with Adelman Reyes (Corwin Press, 2010). She is the co- producer and director of “Living Undocumented: High School, College and Beyond,” a documentary geared toward high school students. Tatyana has also published about the cultural, linguistic and educational needs of the Garífuna people in Honduras. She has been involved in a study of long-term English learners (with Kate Menken) in NYC. She was an elementary school teacher in San Pedro Sula, Honduras and Atlanta, Georgia.
Visit http://tatyanakleyn.commons.gc.cuny.edu for the full website.
EducationTeachers College, Columbia University, New York, NY
Doctor of Education International Educational Development, February 2007
Specialization: Bilingual/Bicultural Education
Dissertation: Multicultural Education and Bilingual Teachers: An examination of convergence and divergence across ethnolinguistic groups.
Ohio State University, Newark,OH
Master of Education – Elementary Education, Grades 1-8, August 1997
Ohio State University, Columbus, OH
Bachelor of Science – Pre-Service in Elementary Education, June 1996
Courses Taught• Education that is Multicultural
• Bilingual Student Teaching Seminar and Supervision
• Language Minority Students and Urban Schools in the U.S.
• Content Research Seminar in Bilingual Education and TESOL
• Seminar in Educational Research
• Methods of Teaching English as a Second Language
• Irizarry, J., & Kleyn, T. (2011). Immigration and education in the “supposed land of opportunity”: Youth perspectives on living and learning in the U.S. The New Educator,7(1), 5-26.
• Kleyn, T. (2011). Immigration: The ultimate teen guide. Lanham, MD: Scarecrow Press.
• The companion curriculum for the book can be accessed at: http://immigrationcurriculum.wordpress.com/
• Reyes, S.A., & Kleyn, T. (2010). Teaching in two languages: A guide for K-12 bilingual educators. Thousand Oaks, CA: Corwin Press.
• Kleyn, T. (January-March 2011). Bilingualism beyond borders: A challenge for all educators. NYSABE News,3-5. [Available:http://www.nysabe.net/Newsletters/NYSABE.Newsletter_FINAL._WINTER2011.pdf]• Kleyn, T. (March 2010). Bilingualism and the deficit-gifted dichotomy: Challenging the U.S. Framework. National Capital Language Resource Center,14(3). [Available: http://www.nclrc.org/about_teaching/topics/world_lang_teaching.html#bilingualism]
• Kleyn, T. (2009). History of multicultural education, Volume 5: Students and student learning. Teachers College Record.[Available:http://www.tcrecord.org/Content.asp?ContentId=15859]• Kleyn, T. (2008). Affirming Diversity: The sociopolitical context of multicultural education (5thed.). Language Policy,17(3), 297-299. [Available: http://condor.admin.ccny.cuny.edu/~tkleyn/Affirming_Diversity%20Draft.pdf]
• Kleyn, T. (2006). Imagining multilingual schools: Language in education and glocalization. Teachers College Record. [Available http://www.tcrecord.org/content.asp?contentid=12885]
• Menken, K., Kleyn, T., Ascenzi-Moreno, L., Chae, N., Flores, N., & Funk, A. (2009). Meeting the needs of Long-Term English Learners in High Schools, Phase II. Report to the New York City Department of Education, Office of English Learners.•Menken, K., Kleyn, T., Chae, N. (2007). Meeting the needs of Long-Term English Learners in High Schools. Report to the New York City Department of Education, Office of English Learners. For more information about the Long-Term English Language Learner Project see the following website: