Scott E. Grapin

Scott E. Grapin is an Assistant Professor in the Department of Curriculum and Teaching. Broadly, Scott’s research centers on policy and practice for multilingual learners in K-12 education. Scott earned his PhD in Teaching English to Speakers of Other Languages (TESOL) from New York University. Prior to joining Hunter, Scott was an Associate Professor in the School of Education and Human Development at the University of Miami.

• PhD, Teaching and Learning, New York University
• MAT, Language Education, University of Virginia
• BA, Spanish Language and Literature, University of Virginia

Scott has partnered with local and national organizations to develop educational resources (e.g., curriculum) and facilitate professional learning for teachers of multilingual learners. At Hunter, Scott teaches courses in the TESOL programs. He began his career as an ESL and Spanish teacher in the New Jersey public schools.

Scott’s research focuses on advancing innovations in curriculum, instruction, and assessment for multilingual learners in content area classes, especially STEM subjects. Currently, Scott is Co-Principal Investigator of a National Science Foundation grant that engages multilingual learners across New York City in data science and computer science to solve STEM-related societal challenges affecting their communities. Scott has served on the editorial boards of journals across multiple fields, including TESOL Quarterly and Journal of Research in Science Teaching.

Selected Publications

• Grapin, S. E. (2024). The complex terrain of equity for multilingual learners in K-12 education. Educational Researcher, 53(3), 167-174.
• Grapin, S. E., & Llosa, L. (2024). Thorny issues with academic language: A perspective from scientific practice. Linguistics and Education, 83, 1-13.
• Lee, O., & Grapin, S. E. (2024). English language proficiency standards aligned with content standards: How the NGSS and WIDA 2020 reflect each other. Science Education, 108(2), 637-658.
• Grapin, S. E., & Ascenzi-Moreno, L. (2024). Expansive assessment of expansive abilities: Teachers’ perspectives and practices with multimodal and translanguaged content assessments. Learning and Instruction, 92, 1-10.
• Grapin, S. E., Pierson, A., González-Howard, M., Ryu, M., Fine, C., & Vogel, S. (2023). Science education with multilingual learners: Equity as access and equity as transformation. Science Education, 107(4), 999-1032.

• Co-Principal Investigator, Developing a multi-disciplinary STEM education model for multilingual learners that meets societal challenges. National Science Foundation, 2023-2027.