When working with multilingual students in your heritage language, English comp, or ESL classes, have you ever wondered about these learners’ ability to do things in “the other” language? For instance, should we assume that bilingual CUNY students who received most of their education in the U.S. write better in English than in their heritage language? What about how large the gap is between writing abilities in the two languages? Can our students accurately evaluate whether they are better at one of the two languages? And, is there anything in their biographical profile that seems to help predict language dominance in writing? 

Our research team at ILETC did wonder about these questions, decided to investigate, and now invites you to an interactive presentation where you can share your experience as well as learn about the research results, and discuss it all with the group. 

While the study was conducted with CUNY English-Spanish bilinguals enrolled at both a community college and a four-year college, we welcome instructors of any heritage language as well as English and ESL instructors to join us and contribute to a conversation on how understanding students’ bilingual proficiency can support our pedagogical decisions. 

This interactive presentation will be given twice. To join us, register for the session that better fits your schedule: 

Thursday, October 6, 2022, 4:00-5:30 PM | Register here.   OR 

Friday, October 7, 2022, 11:00-12:30 PM | Register here. 

We look forward to seeing you there! 

The research that is the basis for this presentation was partially funded by a grant from the U.S. Department of Education.  

The ILETC Team