Cioè-Peña, M., Hesson, S., Solorza, C., & Woodley, H. (Forthcoming). “Different places, different issues: Teacher education reimagined through the CUNY-NYSIEB experience,” in Supporting, Teaching and Translanguaging with Emergent Bilingual Students: Lessons from the CUNY-NYSIEB Project, New York: Routledge.
Hesson, S. & Toncelli, R. (2019). “Making the path by walking together: A collaborative approach to advocacy,” in Advocacy in English Language Teaching and Learning, New York: Routledge.
Ascenzi-Moreno, L., Hesson, S., & Menken, K. (2015). “School leadership along the trajectory from monolingual to multilingual,” Language and Education.
García, O. & Hesson, S. (2015). “Translanguaging frameworks for teachers: Macro and micro perspectives,” in Multilingualism and Language in Education: Current Sociolinguistic and Pedagogical Perspectives from Commonwealth Countries.
Hesson, S., Seltzer, K, & Woodley, H. (2014). Translanguaging in curriculum and instruction: A CUNY-NYSIEB guide for educators, accepted for publication for internal use through CUNY-NYSIEB, CUNY Graduate Center.
Hesson, S. (2013). “Rethinking assessment policies for emergent bilinguals in New York State,” in TRAUE, Volume 2, Issue 1.
García, O., Herrera, L., Hesson, S., & Kleyn, T. (2013). A CUNY-NYSIEB Framework for the Education of Emergent Bilinguals with Low Home Literacy: 4-12 Grades, published through CUNY-NYSIEB Project, CUNY Graduate Center.
Hesson, S. (2013). “Ester J. de Jong: Foundations for multilingualism in education: From principles to practice,” in Language Policy, Volume 12, Issue 4, pp. 367-369.