Ann E. Ebe

Photo of Ann E. Ebe

Associate Professor, Interim Coordinator, Childhood Education Program


Ann Ebe began her work in education as a Spanish – English bilingual elementary school teacher in California and later worked in bilingual schools in Arizona as a bilingual literacy specialist and as an administrator. She then went on to spend several years in Hong Kong as the Associate Principal and Literacy Specialist for the Hong Kong International School. She also lived in Mexico City where she supported elementary school teachers. Prior to her work at Hunter College, Dr. Ebe was Assistant Professor in the Graduate College of Education of the University of Massachusetts Boston. At Hunter College, Dr. Ebe has served as Associate Professor of Literacy Education and the Coordinator of Bilingual Education Programs. She now serves as the Interim Coordinator of the Childhood Education Program.

  • Ph.D. in Reading and Writing Processes, Uses and Research. The University of Arizona, 2001
  • M.A. in Bilingual and Multicultural Education. The University of Arizona, 1998
  • B.A. in Liberal Studies. Fresno Pacific University, 1995

Dr. Ebe teaches courses in literacy education with a focus on bilingual and multilingual learners. She teaches in the Childhood Education program and has also taught in the Literacy and Bilingual Education MA programs. Her courses involve applying principles for justice, equity, diversity, and inclusion. Courses professor Ebe has taught include:

  • CEDC 704: Developmental Reading
  • CEDC 702: Advanced Elementary Literacy Methods
  • CEDC 700: The Art of Effective Teaching
  • EDLIT 737: Practicum in Literacy Intervention
  • EDLIT 735: Survey of Instructional Approaches to Literacy Education: Grades K-12
  • EDLIT 730: Language, Literacy and Culture
  • BILED 711: Bilingual Literacy – Spanish (taught bilingually)

Dr. Ebe’s research interests include exploring translanguaging in classrooms, the reading process of bilingual students, and the ways in which teachers can support their literacy development. Dr. Ebe has published book chapters and articles on these topics She presents regularly at both national and international conferences. Her work with teachers in the United States and abroad involves developing and implementing effective bilingual programs and literacy programs in schools. Dr. Ebe has been invited to share her research with teachers and administrators in Norway, China, Singapore, Malaysia, Hong Kong, and Mexico. Her book on the teaching of reading is entitled Insight from the Eyes: The Science of Effective Reading Instruction. Her latest co-authored book, is entitled ESL Teaching: Principles for Success.



  • Ebe, A. (2019). Working with Multilingual Learners (MLLs)/English Language Learners (ELLs) Resource Guide. New York, NY: New York State Education Department Office of Bilingual Education and World Languages.
  • Freeman, Y., Freeman, D., Soto, M. & Ebe, A. (2016). ESL Teaching: Principles for Success. Portsmouth, NH: Heinemann.
  • Paulson, E. & Freeman, A. (2003). Insight from the Eyes: The Science of Effective Reading Instruction. Portsmouth, NH: Heinemann.

Refereed Journal Articles

  • Ebe, A. (2012) Supporting the reading development of middle school English language learners through culturally relevant texts. Reading & Writing Quarterly 28 (2), 179-198.
  • Ebe, A. (2011) Culturally relevant books: Bridges to reading engagement for English language learners. Insights on Learning Disabilities 8 (2), 31-45.
  • Ebe, A., & Mercuri, S. (2011). Developing science content within a balanced literacy framework: A spiral dynamic process for English learners. Journal of Balanced Reading Instruction 18, 12-20.
  • Mercuri, S., & Ebe, A. (2011). Developing academic language and content for emergent bilinguals through a science inquiry unit. Journal of Multilingual Education Research 2, 81-102.
  • Ebe, A. (2010). Culturally relevant texts and reading assessment for English language learners. Reading Horizons 50 (3), 193-210.
  • Ebe, A. (2010). Understanding the reading process: Insights from the eye movements and miscues of young bilingual readers. Journal of Balanced Reading Instruction, 17, 23-40.
    Clavijo, A., Freeman, A. & Garcia, A. (2004). An exploratory study of bilingual children’s texts. Colombian Applied Linguistics Journal. 6. 106-120.
  • Freeman, A. Garcia, A. & Clavijo, A. (1999). Learning about writing development through the story of little red riding hood. Southern Arizona Review 1(1), 41-43.

Book Chapters

  • Vogel, S., Carpenter, K., Seltzer, K., Ebe, A., Celic, C., & Martin, K. (2021). Developing Translanguaging Pedagogical Material. In CUNY-NYSIEB (Ed.), Translanguaging and Transformative Teaching for Emergent Bilingual Students: Lessons from the CUNY-NYSIEB Project. New York and London: Routledge.
  • Ebe, A. (2020). Mexico City: Teaching language, literacy and content in a third-grade classroom. In J. Lacina & R. Griffith (Eds.), Preparing Globally Minded Literacy Teachers: Knowledge, Practices, and Case Studies. New York and London: Routledge.
  • Espinet, I., Collins, B., & Ebe, A. (2018). “I’m Multilingual”: Leveraging Students’ Translanguaging Practices to Strengthen the School Community. In Lazar, A. (Ed.), Sanctuary Schools: Humanizing Spaces for Multilingual Learners in Underserved Communities. New York, NY: Teachers College Press.
  • Ebe, A. (2016). Student Voices Shining Through: Exploring Translanguaging as a Literary Device. In Ofelia García & Tatyana Kleyn (Eds.), Making Meaning of Translanguaging: Learning from Classroom Moments. New York and London: Routledge.
  • Ebe, A. (2015). The Power of Culturally Relevant Texts: What Teachers Learn About Their Emergent Bilingual Students. In Yvonne S. Freeman & David E. Freeman (Eds.), Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals. UK: EmeraldBooks LTD.
  • Freeman, Y., Freeman, D., & Ebe, A. (2011). Bilingual Books: Bridges to Literacy for Spanish-Speaking Emergent Bilinguals. In R. Meyer & K. Whitmore (Eds.), Reclaiming Reading in the NCLB World. (pp. 224-235) New York, NY: Taylor & Francis Group.
  • Ebe, A. (2008). Analysis of Bilingual Fourth Grade Readers’ Miscues and Eye Movements. In A. Flurkey, E. Paulson, & K. Goodman (Eds.), Scientific Realism in Studies of Reading (pp. 131-149). Mahwah, NJ: Erlbaum and Associates.
  • Freeman, Y., Freeman, A., & Freeman, D. (2004). No Bilingual Child Left Behind: Connecting Students to Culturally Relevant Texts. In I. Heath & C. Serrano (Eds.), Perspectives on Teaching English Language Learners (pp. 57-64). Newberry, Florida: Glanzer Press.

Invited Topic Briefs

  • Ebe, A., & Vogel, S. (2019). Supporting Multilingual Learners/Long-Term English Language Learners in New York State. (Topic Brief). New York, NY: New York State Education Department Office of Bilingual Education and World Languages. Available from
  • Espinet, I., & Ebe, A. (2019). Supporting Students with Interrupted/ Inconsistent Formal Education in New York State. (Topic Brief Student Profiles). New York, NY: New York State Education Department Office of Bilingual Education and World Languages. Available from
  • Espinet, I., Woodley, H., & Ebe, A. (2019). Supporting Former Multilingual Learners/English Language Learners in New York State Who are Former Multilingual Learners/ English Language Learners. (Topic Brief). New York, NY: New York State Education Department Office of Bilingual Education and World Languages. Available from
  • Martin, K., Woodley, H., Vogel, S., & Ebe, A. (2019). Supporting Developing Multilingual Learners English/ Language Learners in New York State. (Topic Brief). New York, NY: New York State Education Department Office of Bilingual Education and World Languages. Available from

Invited Articles

  • Ebe, A., Soto, M., Freeman, Y. & Freeman, D. (September, 2021). Translanguaging in Bilingual and ESL Classrooms. TESOL Connections
  • Freeman, D., Freeman, Y. & Ebe A. (April, 2014). Translanguaging for academic success with emergent bilinguals. Bilingual Basics BEIS TESOL.
  • Freeman, D., Freeman, Y. & Ebe, A. (2011) Using culturally relevant Spanish/English bilingual books with emergent bilinguals. NABE News. 33(1), 11-13.
  • Ebe, A. (2008). Supporting the reading process of ELLs through culturally relevant texts. Hunter College M/SI BETAC Quarterly. 1(1), 2-3.
  • Freeman, D., Freeman, Y. & Freeman, A. (2003). Home Run Books: Connecting Students to Culturally Relevant Texts. NABE News. 26 (3), 5-12, 28.
  • Freeman, Y., Freeman, D., Freeman, A. & Zaninovich, D. (1996). ELD with a twist: An SLD Lesson. CABE Newsletter, 18(5), 9, 31-32.
  • New York Community Trust: Brooke Astor Fund for Education. “READ East Harlem/Hunter College” Grant to provide literacy focused professional development to teachers and school leaders in East Harlem schools. December 2013 – July 2020
  • CUNY-New York State Initiative for Emergent Bilinguals (CUNY-NYSIEB) Continuation I and Continuation II Grants. Funded by New York State Education Department for period July 1, 2013 – June 30, 2016 (Continuation I) and July 1, 2016 – June 30, 2019 (Continuation II). New York State Education Department, Professional Development Grant, The Graduate Center, CUNY
  • Project LAMP The Learning Apps Media Partnership grant. Creating highly engaging, digital learning applications to build reading and math skills for children ages three through eight. Collaboration between Hunter College, Hispanic Information and Telecommunications Network (HITN), Callaway Digital Arts (CDA), and the Michael Cohen Group LLC. January, 2011