- Flores, N., Kleyn, T., & Menken, K. (in press). Looking holistically in a climate of partiality: Identities of students labeled ‘Long-Term English Language Learners’. Journal of Language, Identity & Education.
- Menken, K., Kleyn, T., & Chae, N. (2012). Spotlight on “long-term English language learners”: Characteristics and prior schooling experiences of an invisible population. International Multilingual Research Journal, 6(2), 121-142.
- 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).
- 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.E., 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.
Journal Guest Editor: Kleyn, T., & Irizarry, J. (2011) (Eds.). Special theme issue on immigration and education. The New Educator, 7(1).
• 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.
- Dodd Russell, C. & Kleyn, T. (2013). Impenetrable citizenship: Teachers’ perceptions of non-citizen students in the United Arab Emirates. In Lesley Bartlett and Ameena Ghaffar-Kucher (Eds.) Refugees, Immigrants and Education in the Global South: Lives in Motion (pp. 180-195). New York, NY: Routledge.
- Kleyn, T., & Vayshenker, B. (2012). Russian bilingual education across public, private and community spheres. In Ofelia García, Zeena Zakharia and Bahar Otcu (Eds.) Bilingual Community Education for American Children: Beyond Heritage Languages in a Global City (pp. 259-271). 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(pp. 81-106). 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 – English Version). In Francisco Nájera and Paula Viturro (Eds.), Escrituras, Polimorfías e Identidades (pp. 63-85) (Writings, Polymorphics and Identities). Buenos Aires, Argentina: Libros del Rojas.
Magazine & Newsletter Articles:
• 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]
Invited Book Reviews:
• 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: