Lauren McCoy

Lauren has over a decade of experience teaching English as a New Language (ENL), English Language Arts (ELA), and Advanced Placement (AP) English at a New York City public high school for Multilingual Learners (MLLs). She is dedicated to advocating for MLLs, building and centering relationships, and connecting theory to practice. Her teaching philosophy emphasizes a resource-oriented approach to the linguistic, cultural, and experiential knowledge that MLLs bring to the classroom.

In addition to her previous teaching roles, Lauren served as a Peer Collaborative Teacher through the NYC Department of Education’s Office of Teacher Leadership. In this capacity, she designed and delivered professional development sessions, provided instructional coaching, and mentored new teachers. Lauren has also hosted and mentored fieldwork and student teachers from Hunter College and Teachers College, and has taught as an adjunct in Supervised Teaching and TESOL Methods at both institutions. Her dedication to challenging deficit and homogenizing perspectives on MLL youth is central to her work as both an educator and a scholar, and she uses participatory approaches that invite students to engage in co-research, exploring and critically examining school practices.

• Ed.D. Curriculum and Teaching, Teachers College, Columbia University
• M.A. TESOL, Hunter College
• M.A. Spanish, University of Virginia
• B.A. Spanish, Kalamazoo College

• EDESL 783 – TESOL Methodologies for P-12
• EDESL 791 – Language Assessment for TESOL
• EDUC 7150 – Supporting Multilingual Learners

Lauren’s research focuses on amplifying the diverse experiences, perspectives, and stories of Multilingual Learners (MLLs) through participatory and dialogic inquiry to challenge deficit-oriented and homogenizing views in education.

• McCoy L., (under review). The Construction of Smartness in the College Transition Experiences of Bilingual Latinx Youth. Bilingual Review/Revista Bilingüe.
• Baecher, L., Artigliere, M., & McCoy, L. (2022). Applying Farrell’s evidence-based reflection to strengthen TESOL teacher education: A reflective practice report. In Z. Tajeddin & A. Watanabe (Eds.), Teacher reflection: Policies, practices, and impacts (pp. 43-57). Multilingual Matters.
• Eisenstein Ebsworth, M., Cai, C., & McCoy, L. (2019). Adolescent ELLs Improve Their Academic English while Learning about the UN Online. Languages, 4(9).