Critical Translanguaging in Language & Literacy Classrooms

I research teaching & learning within critical translanguaging classrooms, or those that both disrupt ideological linguistic boundaries & explore the intersections of language, identity, & power through literacy, & particularly writing/composing.

Publications

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