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Member Profile


Linda Gerena

PROJECT AFFILIATION:

PROFESSIONAL ROLES

  • Higher Ed: Education, Researcher 

BIO

Dr. Gerena is an Associate Professor of Teacher Education at York College, City University of New York (CUNY). She received her Ph.D. from San Diego State University and The Claremont Graduate University in Language and Cross Cultural Education. Her focus areas included educational policy and reform, bilingual education and dual immersion program effectiveness. Dr. Gerena's educational background also includes a Master of Arts in TESOL from New York University and a Master of Arts in Bilingual Education from the California State University, Los Angeles. 

EXPERTISE

Dr. Gerena's research interests include second language acquisition theory and pedagogy, secondary ELL content instruction (biology and integrated algebra), dual immersion/bilingual education, biliteracy, and educational policy reform. She is also keenly interested in preparing highly qualified teachers who will provide equitable instruction for linguistically and culturally diverse students. 

RECENT PUBLICATIONS

Gerena, L. (In press 2010). Student Attitudes Towards Biliteracy in a Dual Immersion Program. The Reading Matrix: An International Online Journal. J. Liontas, Editor.


Gerena, L., Keiler, L.S & Glaser, D. (2009). Using A Tuning Protocol (TP) As A Means To Improve College Students Reflective Practice, Higher-Level Critical Thinking, And Communication Skills. Proceedings from the International Conference for Education Research and Innovation. Madrid, Spain.

Gerena, L. & Keiler, L. (2009). Using Peer Tutors With At Risk High School English Language Learners: A Case Study of the Effectiveness of Personal Assisted Learning (PAL) In A Special MSPinNYC Summer Course. Proceedings from the International Conference for Education Research and Innovation. Madrid, Spain.

Gerena, L. & Keiler, L. (2009) Peer Tutoring And Academic Success; The Personal Assistance Learning (PAL) Classroom In MSPinNYC. Proceedings from the International Association for Technology, Education and Development. Barcelona, Spain.

Dupoux, E., Gerena, L. & Ariza, E.W. (2009). Exited ESOL HS Students Perceptions Of Best Strategies For Developing English Language Proficiency: A Comparison of Sheltered English vs. Mainstream English-Only High School Instructional Models. ABAC Journal, Assumption University: Bangkok Thailand.

Gerena, L. (In press 2009). Bilingual Education Models and Practices. In E.N.Whelan Ariza & S. Lapp, (Ed). Language, Literacy, and Culture: Methodologies for K-12 teachers of ELLS in the mainstream classroom. Boston: Allyn and Bacon.

Gerena, L. (In press 2009). Sheltered Instruction (SIOP): Adapting and Modifying Text. In E.N.Whelan Ariza & S. Lapp, (Ed). Language, Literacy, and Culture: Methodologies for K-12 teachers of ELLS in the mainstream classroom. Boston: Allyn and Bacon.

Gerena, L. (In press 2009). CALLA (Cognitive Academic Language Learning Approach) Strategies, Techniques, and Sample Lesson Plans. In E.N.Whelan Ariza & S. Lapp, (Ed). Language, Literacy, and Culture: Methodologies for K-12 teachers of ELLS in the mainstream classroom. Boston: Allyn and Bacon.

Gerena, L. (In review, 2009). Supporting ELL Writing in College Level Classes. In Debra Swoboda, (Ed). DisCover: A Journal of Scholarly Teaching. New York: York College, CUNY.

Gerena, L. (In Review, 2009). Parental voice and cultural context in a two-way bilingual setting. Submitted to Urban Education. Kofi Lomotey, Ed.

Gerena, L (In Review, 2009). Student attitudes towards biliteracy in a dual immersion program. Submitted to The Reading Matrix, John Liontas, Ed.

Gerena, L. & Ariza, E.W. (2008). The Role of Faculty Collaboration In Producing Highly Qualified K-12 ESOL Teachers: Community College and Beyond In Jose A. Carmona, (Volume III Ed) Perspectives On Community College ESL: Volume III: Faculty Administration and the Working Environment. TESOL.