• López, D. & Kleyn, T. (2023). Centering immigrant voices and experiences in a dual language bilingual school: Teachers as critical pedagogues and policymakers. In L. Dorner, D. Palmer, E. Crawford-Rossi, C. Cervantes-Soon, & D. Heiman (Eds.), Critical Consciousness in Dual Language Bilingual Education: Case studies on Policy and Practice (pp. 47-54). Routledge.

• Kleyn, T., Griffith, K., & Mota, I. (2022). Dear prima: Cartas uniendo a familias separadas por la frontera. In T. Hamann, V. Zúñiga, & J. Sánchez García (Eds.).  Lo que los maestros mexicanos conviene que conozcan sobre la educatión en Los Estados Unidos (pp. 179-194). Universidad Autónima de Nuevo León.

• Kleyn, T. & López, D. (2021). Teaching current immigration issues to secondary immigrant and U.S.-born students: Interdisciplinary dialogic learning for critical understandings. In Amanda Kibler, Guadalupe Valdés, & Aída Walqui (Eds.), Reconceptualizing the Role of Critical Dialogue in American Classrooms: Promoting Equity through Dialogic Education (pp. 132-156). Routledge.

• Translanguaging and Transformative Teaching for Emergent Bilingual Students: Lessons from the CUNY-NYSIEB Project. In City University of New York – New York State Initiative on Emergent Bilinguals (Eds.). Routledge:

  • Kleyn, T., & Sánchez, M.T. (2021). The backdrop and roadmap of a translanguaging project (pp. 41-50).

  • Espinosa, C.M., Ascenzi-Moreno, L, Kleyn, T., & Sánchez, M.T. (2021). Transforming urban teacher education: The City University of New York (pp. 257-267).

• Common Core, Bilingual and English Learners: A Guide for Educators. In Guadalupe Valdés, Kate Menken & Mariana Castro (Eds.). Caslon Publishing:

  • Hunt, V.K. & Kleyn, T. (2015). What preparation do administrators need to implement the Common Core State Standards in schools serving English language learners/ emergent bilinguals? (pp. 125-127).

  • Menken, T. & Kleyn, T. (2015). What do teachers need to understand about the challenges that the Common Core State Standards and Next Generation Science Standards present for long-term English language learners/emergent bilinguals? (pp. 220-221).

  • Kleyn, T. (2015). What spaces for bi/multilingualism can we find within the context of Common Core State Standards implementation? (pp. 32-33).

• Kleyn, T. & Valle, J. (2014). Modeling collaborative teaching in teacher education: Preparing preservice teachers to teach ALL students. In Yvonne Freeman and David Freeman (Eds.) Research Perspectives in Preparing Preservice Teachers to Work Effectively with Emergent Bilinguals (pp. 137-164). Emerald Group Publishing.

• 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). 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). 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). Multilingual Matters.

• Kleyn, T. (2008). “Garífuna es nuestra manera de ser, es lo que somos”: Enfoque de identidades 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). Libros del Rojas.

  
  

Encyclopedia Entries

• Kleyn, T. & García, O. (2019). Translanguaging as an act of transformation: Restructuring teaching and learning for emergent bilinguals. In. Luciana de Oliveira (Ed.) The Handbook of TESOL in K-12 (pp. 69-82). Wiley-Blackwell.

• García, O., & Kleyn, T. (2018 & 2012).  Teacher education for multilingual education. In Carole A. Chapelle (Ed.).  The Encyclopedia of Applied Linguistics. Wiley-Blackwell.