Irene Post

Irene Post is a Ph.D. student in the School of Education at the University of Delaware. Her research focuses on multilingual learners, oral language development, reading comprehension, translanguaging pedagogy, and teacher education.

Her scholarly interests are grounded in a decade of experience as a bilingual education teacher in New York City and Chicago, where she supported the literacy development of Spanish-English multilingual children. She has also served as an adjunct instructor, teaching undergraduate pre-service teachers and graduate students in education.

Irene examines multilingual language and literacy development among Spanish-English bilingual children. Her prior work investigated how peer code-switching and social context shape expressive language outcomes across languages. She is currently conducting a systematic review on the links between oral language and reading comprehension in Spanish-English multilingual learners and collaborating on research exploring translanguaging pedagogy in teacher preparation contexts.

Education

• M.S.Ed., Literacy, Bank Street College of Education, New York, NY, 2016
• B.A., Psychology, Columbia University, New York, NY, 2012

Professional Experience

• Adjunct Instructor – Goodwin College of Education, Northeastern Illinois University, Chicago, IL, 2020-2022
• Bilingual Education Teacher & Bilingual Program Coordinator, ACERO Bartolome de las Casas Elementary School, Chicago, IL, 2018-2022
• K-5 Reading Specialist, Bronx Charter School for the Arts, Bronx, NY, 2016-2018
• Kindergarten Spanish Dual Language Teacher, P.S. 84 Lillian Weber School of the Arts, New York, NY, 2012-2016

Recent Honors and Awards

• Taylor and Francis Award, Society for the Scientific Study of Reading (SSSR), 2023
• Robert G. Porter Scholars Program, American Federation of Teachers, 2015
• Gussie Kappner Named Scholar Award, Bank Street College of Education, 2014
• John W. Kluge Named Scholar Award, Columbia University – Columbia College, 2008

Presentations

• Post, I. I., Kittle, J., Budde, C., Bergwall, E., Zhuang, Z. (2025, April 27). Exploring Perceptions and Practices: Pre-Service Teachers’ Engagement with Translanguaging Pedagogy in Primarily White, English-Dominant Contexts. Paper presented at the 2025 American Educational Research Association (AERA) Annual Meeting, Denver, Colorado, USA.
• Post, I., & Del Tufo, S.N. (2023, July 28). A fifty year retrospective investigation: Does written code-switching impact language outcomes in bilingual children? Presented at the 25th Annual Meeting of the Cognitive Science Society (CogSci), Sydney, Australia.
• Post, I., & Del Tufo, S.N. (2023, July 20). Playmates and classmates: The effect of age on bilingual children’s expressive language is influenced by peer code-switching. Presented at the 30th Annual Conference of the Society for the Scientific Study of Reading (SSSR), Port Douglas, Queensland, Australia.