ABSTRACT
This chapter explores the unique ways that the CUNY-NYSIEB (City University of New York-New York State Initiative on Emergent Bilinguals) work and vision have resulted in the reimagining of teacher education in diverse contexts beyond the CUNY system. Each example draws on the theoretical understandings, pedagogical decisions, and professional interactions of faculty members who have extended their CUNY-NYSIEB roots to new spaces. In these spaces, they teach and support prospective teachers, school leaders, and service providers and also create and lead educational programs with connections to local and global communities. Through varying lenses grounded in location, campus types, student population, and certification program, the four authors illustrate the ways in which translanguaging's pursuit of equity results in dynamic and innovative pedagogies and programmatic structures for preservice and in-service teachers.
