Shifting from languages to people: Attuning TESOL to translanguaging realities

Kate Seltzer, Cati de los Ríos

TESOL Quarterly, vol. 60(2), 2026, pp. 528-544

A translanguaging lens on assessment

Kate Seltzer, Jamie Schissel

Li Wei, Ofelia García, Prem Phyak, The Handbook of Translanguaging, Wiley-Blackwell, 2026, pp. 349-364

From teaching languages to teaching students: How teachers of bilingual students take up translanguaging theory in practice.

Kate Seltzer, Ricardo Otheguy

Valérie Fialais, Reseda Streb, Guiding Teachers into Bilingual Education: A Bridge between Theory and Practice, The Center for the Advancement of Languages, Education, and Communities, 2025, pp. 39-50

Glimpses of possibility: Decentering the “E” in English language arts juntos

Kate Seltzer, Cati de los Ríos

English Journal, vol. 114(1), 2024, pp. 20-26

Translanguaging theory, pedagogies, and future directions from the Global South

Kate Seltzer, Shakina Rajendram, Ofelia García

Nicola Galloway, Ali Fuad Selvi, The Routledge Handbook of Teaching English as an International Language, Routledge, 2024, pp. 138-151

Creating your classroom from the students up: Tapping into students’ translanguaging and raciolinguistic literacies for deep reading

Kate Seltzer, Cati de los Ríos

Deep Reading: Teaching Reading in the Writing Classroom, Patrick Sullivan, Howard Tinburg, Sheridan Blau, 2nd ed., Peter Lang, 2023, pp. 175-187

Toward an Antiracist World Language Classroom: A Translanguaging Approach

Kate Seltzer, Beth Wassell

The Language Educator, 2022, pp. 27-31

Collaborative corridos: Ballads of unity and justice

Cati de los Ríos, Kate Seltzer

Transformative Translanguaging Espacios in Bilingual Education: U.S. Latinx Bilingual Children Rompiendo Fronteras, M. Sánchez, O. García, Multilingual Matters, 2021

"Juntos somos fuertes": Writing participatory corridos of solidarity through a critical translingual approach

Cati de los Ríos, Kate Seltzer, Arturo Molina

Applied Linguistics, vol. 42(6), 2021, pp. 1070–1082

"A lot of students are already there”: Repositioning language minoritized students as “writers in residence” in the English classroom

Kate Seltzer

Written Communication, vol. 39(1), 2021, pp. 44-65

Policy Brief: Understanding translanguaging in U.S. literacy classrooms: Reframing bi/multilingualism as the norm

Kate Seltzer, Cati de los Ríos

James R. Squire Office of Policy Research in the English Language Arts, NCTE, 2021

Always at the bottom: Ideologies in assessment of emergent bilinguals

Laura Ascenzi-Moreno, Kate Seltzer

Journal of Literacy Research, vol. 53(4), 2021, pp. 468-490

“My English is its own rule”: Voicing a translingual sensibility through poetry

Kate Seltzer

Journal of Language, Identity and Education, vol. 19(5), 2020, pp. 297-311

Translingual writers as mentors in a high school “English” classroom

Kate Seltzer

Plurilingual Pedagogies: Critical and Creative Endeavors for Equitable Language (in) Education, S. Lau, S. Van Viegen, Springer, 2020, pp. 185-204

Broadening the view: Taking up a translanguaging pedagogy with all language-minoritized students

Kate Seltzer, Ofelia García

Envisioning TESOL through a Translanguaging Lens: Global Perspectives, Z. Tian, L. Aghai, P. Sayer, J. Schissel, Springer, 2020, pp. 23-42

Performing ideologies: Fostering raciolinguistic literacies through role-play in a high school English classroom

Kate Seltzer

Journal of Adolescent and Adult Literacy, vol. 63(2), 2019, pp. 147-155

Reconceptualizing ‘home’ and ‘school’ language: Taking a critical translingual approach in the ‘English’ classroom

Kate Seltzer

TESOL Quarterly, vol. 53(4), 2019, pp. 986-1007

Translating theory to practice: Exploring teachers’ raciolinguistic literacies in secondary English classrooms

Kate Seltzer, Cati de los Ríos

English Education, vol. 51(1), 2018, pp. 49-79

Translanguaging, coloniality, and English classrooms: An exploration of two bicoastal urban classrooms

Cati de los Ríos, Kate Seltzer

Research in the Teaching of English, vol. 52(1), 2017, pp. 55-76