ABSTRACT
CUNY-NYSIEB (City University of New York-New York State Initiative on Emergent Bilinguals) brought together bilingual education and TESOL faculty from various colleges from The City University of New York (CUNY). This chapter focuses on the transformative shifts in these faculty's own understanding of bilingualism and the changes that they implemented in their teacher education programs through their participation in CUNY-NYSIEB. This chapter starts by describing how discussions on translanguaging theory and pedagogy allowed faculty to unpack the linguistic oppression of policies, programming, and practice in bilingual education and TESOL. Next, it focuses on the ways in which by taking a translanguaging stance they were able to create spaces that capitalize upon students' fluid and dynamic linguistic resources and lived experiences, as well as to work with prospective and practicing teachers to shape curriculum and programming that is responsive to and honors their students' languaging practices. The chapter discusses the tensions students from these teacher education programs encounter when schools hold static and rigid conceptions of language, and the need for college faculty to continue to grapple with these tensions. Finally, it describes the ways in which faculty collaborate beyond their specific programs in order to push the boundaries and create learning environments where emergent bilingual languaging practices become the norm.
