RISLUS Associate (Research Institute for the Study of Languages in Urban Society)
School of EducationDepartment
Teaching Learning and Culture: Bilingual Education & TESOL
Tatyana Kleyn is an assistant professor at the City College of New York in the Bilingual Education and TESOL program. In 2007 she received an Ed.D. from Teachers College, Columbia University in International Educational Development, with a specialization in Bilingual/Bicultural Education. Her dissertation focused on the intersections of bilingual and multicultural education in Spanish, Haitian Creole, Chinese and Russian bilingual classrooms. In 2008 she received the second place Outstanding Dissertation Award from the National Association of Bilingual Education.
Tatyana is also an associate at the Research Institute for the Study of Language in Urban Society (RISLUS) at The Graduate Center in the City University of New York. There she has been involved in a multi-phase study with Kate Menken that focuses on ‘Long-Term English Language Learners’ in secondary schools. She is co-author of “Teaching in Two Languages: A Guide for K-12 Bilingual Educators” with Adelman Reyes (Corwin Press, 2010).
She is also the author of “Immigration: The Ultimate Teen Guide” (Scarecrow Press, 2011), a book that focuses in current immigration issues as they relate to youth. She has also published about the cultural, linguistic and educational needs of the Garífuna people in Honduras. Tatyana was an elementary school teacher in San Pedro Sula, Honduras and Atlanta, Georgia.
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
• Menken, K., Kleyn, T., & Chae, N. (in press, expected 2012). Spotlight on “Long-Term English Language Learners”: Characteristics and prior schooling experiences of an invisible population.International Multilingual Research Journal.
• Kleyn, T., & Reyes, S. (2011). Nobody said it would be easy: Ethnolinguistic group challenges to bilingual and multicultural education in New York City.International Journal of Bilingual Education and Bilingualism, 14(2), 207-224.
• Kleyn, T. (2010). Cultural mismatch in Honduran Garífuna communities: The role of culture, race and language in schools. Diaspora, Indigenous and Minority Education,4(4), 217-234.
• Menken, K., & Kleyn, T. (2010). The long-term impact of subtractive schooling in the educational experiences of secondary English learners. International Journal of Bilingual Education and Bilingualism, 13(4), 399-417.
• Menken, K., & Kleyn T. (April 2009). The difficult road for long-term English learners. Educational Leadership, 66 (7). [Available:http://www.ascd.org/publications/educational_leadership/apr09/vol66/num07/The_Difficult_Road_for_Long-Term_English_Learners.aspx]
• Kleyn, T. (2008). Speaking in colors: A window into uncomfortable conversations about race and ethnicity in U.S. bilingual classrooms. GiST: The Colombian Journal of Bilingual Education, 2: 13-23.
• Torres-Guzmán, M., Morales-Rodriguez, S., Han, A., & Kleyn, T. (2005). Self-designated dual- language programs: Is there a gap between labeling and implementation? Bilingual Research Journal, 29(2), 453-474. [Available: http://condor.admin.ccny.cuny.edu/~tkleyn/DL%20Article.pdf
• Kleyn, T., & Irizarry, J. (Eds.) (2011). Special theme issue on immigration and education. The New Educator,7(1).
• Kleyn, T. & Irizarry, J. (2011). Guest editorial introduction: Special issue on immigration and education. The New Educator, 7(1), 1-3.
• 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., & Vayshenker, B. (in-press, expected 2012). Russian bilingual education across public, private and community spheres. In Ofelia García, Zeena Zakharia and Bahar Otcu (Eds.) Bilingual Community Education and Multilingualsim. Clevedon, Avon: Multilingual Matters.
• Menken, K., Funk, A., & Kleyn, T. (2011). Teachers at the epicenter: Engagement and resistance in a biliteracy program for “Long-Term English Language Learners” in the U.S. In Christine Hélot and Muiris Ó Laoire (Eds.)Language Policy for the Multilingual Classroom:Pedagogy of the possible. Clevedon, Avon: Multilingual Matters.
• Kleyn, T. (2008). “Garífuna es nuestra manera de ser, es lo que somos”: Enfoque de identiades e hibridaciones en la transculturación. (“Garífuna is our way of being, it is who we are”: A focus on identity and hybridity within transculturalism.). In F. Nájera and P. Viturro (Eds.),Escrituras, Polimorfías e Identidades(pp. 63-85)(Writings, Polymorphics and Identities). Buenos Aires, Argentina, Libros del Rojas. [Available: http://condor.admin.ccny.cuny.edu/~tkleyn/Garifuna%20capitulo%20Kleyn.pdf and English translation at http://condor.admin.ccny.cuny.edu/~tkleyn/Revised%20Garifuna%20Paper%20BsAs4.pdf]
• García, O., & Kleyn, T. (in-press, expected 2013). Teacher education for multilingual education. In Durk Gorter and Jasone Cenoz (Eds.) The Encyclopedia of Applied Linguistics.
• 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: