Kate Seltzer
Biographic Data
| ID | 1538227 |
|---|---|
| NAME | Kate Seltzer |
| GIVEN NAMES | Kate |
| FAMILY NAME | Seltzer |
| SIGNATURE | SELTZER K |
| AFFILIATIONS | Rowan University |
| ORCID | 0000-0003-1441-3941 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 30 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Shifting from Labels and Languages to People
In this article, we explore how translanguaging has been developed, applied, challenged, and proliferated within TESOL Quarterly . Drawing on both scholarship published in the journal and seminal research in the field, we first describe the development of translanguaging, namely, how it came to prominence and how it has drawn attention to the ideological nature of language and language in education. Next, we delve into how scholars have taken up …
“Going around it to go into it”
This article blends autoethnography with other qualitative research methods to address the following question: what tensions and questions emerged as a white, English-dominant researcher and white, English-dominant teachers co-developed a critical, anti-racist translanguaging stance? The co-development of such a stance occurred through a year-long professional development (PD) series on critical translingual approaches to English teaching (Seltze…
Commentary
No such thing as the real world
“A Lot of Students Are Already There”
This article centers on Faith, a Latinx bilingual student who, because of her failure to pass a standardized exam in English language arts, had to repeat 11th-grade English. Despite this stigma of being a “repeater,” during the year-long ethnographic study I conducted in her classroom, Faith proved to be an insightful and critical reader and self-described poet who shared her writing with her peers as well as with other poets in online forums. Dr…
‘Juntos Somos Fuertes’
Changing demography in the Southwest USA has shifted the racial compositions of many neighborhoods that were once predominantly African American to majority Latinx immigrant communities (Orfield and Frankenberg 2014). Today, it’s common for these two youth communities to learn side-by-side in urban and suburban classrooms where they are often positioned to share each other’s cultural practices (Martinez 2017). However, language and literacy resea…
Always at the Bottom
Recent scholarship has identified how the reading assessment process can be improved by adapting to and accounting for emergent bilinguals’ multilingual resources. While this work provides guidance about how teachers can take this approach within their assessment practices, this article strengthens and builds on this scholarship by combining translanguaging and raciolinguistic lenses to examine the ideologies that circulate through assessment. By…
Rejecting abyssal thinking in the language and education of racialized bilinguals
Following Boaventura de Sousa Santos, the authors of this article reject the type of “abyssal thinking” that erases the existence of counter-hegemonic knowledges and lifeways, adopting instead the “from the inside out” perspective that is required for thinking constructively about the language and education of racialized bilinguals. On the basis of deep personal experience and extensive field-work research, we challenge prevailing assumptions abo…
My English Is Its Own Rule”
As part of an ethnographic study of a secondary English Language Arts classroom, one teacher took a critical translingual approach to curriculum and instruction, encouraging students to engage in translanguaging and to explore the intersections of language with power and identity. The larger study’s central question was, what does participation in a critical translingual English curriculum bring up about students’ identities and ideologies in rel…
Performing Ideologies
The author describes a literacy activity that took place in an 11th‐grade English language arts classroom: student‐created role‐play. Through a discussion of two such role‐plays, the author explores how these performances illustrate students’ engagement with raciolinguistic ideologies that marginalize certain speakers through the simultaneous processes of being seen and heard through deficit perspectives. Students collaboratively designed role‐pl…
Reconceptualizing “Home” and “School” Language
This article adds to the growing body of literature that calls for shifts in teachers’ and researchers’ stance and practice toward a re‐seeing and re‐hearing of students for their linguistic assets and expertise. By taking up the theory of translanguaging (García, 2009; García & Li Wei, 2014) to understand students’ language practices, I trouble the labels and terms so often assigned to language minoritized students, particularly those that fall …
Translanguaging, Coloniality, and English Classrooms
While current research focuses on the marginalization and educational crises of students classified as English language learners—whom we identify as emergent bilinguals (García & Kleifgen, 2010)—this article highlights some of the contexts for learning that help these students thrive academically, culturally, and socially in two urban English classrooms. We explore the concept of translanguaging (García, 2009a; García & Li Wei, 2014) through the …
Citizen sociolinguistics and new takes on communication in diverse social contexts
Reconceptualizing “Home” and “School” Language
This article adds to the growing body of literature that calls for shifts in teachers’ and researchers’ stance and practice toward a re‐seeing and re‐hearing of students for their linguistic assets and expertise. By taking up the theory of translanguaging (García, 2009; García & Li Wei, 2014) to understand students’ language practices, I trouble the labels and terms so often assigned to language minoritized students, particularly those that fall …
My English Is Its Own Rule”
As part of an ethnographic study of a secondary English Language Arts classroom, one teacher took a critical translingual approach to curriculum and instruction, encouraging students to engage in translanguaging and to explore the intersections of language with power and identity. The larger study’s central question was, what does participation in a critical translingual English curriculum bring up about students’ identities and ideologies in rel…
No such thing as the real world
Citizen sociolinguistics and new takes on communication in diverse social contexts
Translanguaging, Coloniality, and English Classrooms
While current research focuses on the marginalization and educational crises of students classified as English language learners—whom we identify as emergent bilinguals (García & Kleifgen, 2010)—this article highlights some of the contexts for learning that help these students thrive academically, culturally, and socially in two urban English classrooms. We explore the concept of translanguaging (García, 2009a; García & Li Wei, 2014) through the …
Performing Ideologies
The author describes a literacy activity that took place in an 11th‐grade English language arts classroom: student‐created role‐play. Through a discussion of two such role‐plays, the author explores how these performances illustrate students’ engagement with raciolinguistic ideologies that marginalize certain speakers through the simultaneous processes of being seen and heard through deficit perspectives. Students collaboratively designed role‐pl…
Reconceptualizing “Home” and “School” Language
This article adds to the growing body of literature that calls for shifts in teachers’ and researchers’ stance and practice toward a re‐seeing and re‐hearing of students for their linguistic assets and expertise. By taking up the theory of translanguaging (García, 2009; García & Li Wei, 2014) to understand students’ language practices, I trouble the labels and terms so often assigned to language minoritized students, particularly those that fall …
My English Is Its Own Rule”
As part of an ethnographic study of a secondary English Language Arts classroom, one teacher took a critical translingual approach to curriculum and instruction, encouraging students to engage in translanguaging and to explore the intersections of language with power and identity. The larger study’s central question was, what does participation in a critical translingual English curriculum bring up about students’ identities and ideologies in rel…
‘Juntos Somos Fuertes’
Changing demography in the Southwest USA has shifted the racial compositions of many neighborhoods that were once predominantly African American to majority Latinx immigrant communities (Orfield and Frankenberg 2014). Today, it’s common for these two youth communities to learn side-by-side in urban and suburban classrooms where they are often positioned to share each other’s cultural practices (Martinez 2017). However, language and literacy resea…
Always at the Bottom
Recent scholarship has identified how the reading assessment process can be improved by adapting to and accounting for emergent bilinguals’ multilingual resources. While this work provides guidance about how teachers can take this approach within their assessment practices, this article strengthens and builds on this scholarship by combining translanguaging and raciolinguistic lenses to examine the ideologies that circulate through assessment. By…
Rejecting abyssal thinking in the language and education of racialized bilinguals
Following Boaventura de Sousa Santos, the authors of this article reject the type of “abyssal thinking” that erases the existence of counter-hegemonic knowledges and lifeways, adopting instead the “from the inside out” perspective that is required for thinking constructively about the language and education of racialized bilinguals. On the basis of deep personal experience and extensive field-work research, we challenge prevailing assumptions abo…
“A Lot of Students Are Already There”
This article centers on Faith, a Latinx bilingual student who, because of her failure to pass a standardized exam in English language arts, had to repeat 11th-grade English. Despite this stigma of being a “repeater,” during the year-long ethnographic study I conducted in her classroom, Faith proved to be an insightful and critical reader and self-described poet who shared her writing with her peers as well as with other poets in online forums. Dr…
Commentary
No such thing as the real world
“Going around it to go into it”
This article blends autoethnography with other qualitative research methods to address the following question: what tensions and questions emerged as a white, English-dominant researcher and white, English-dominant teachers co-developed a critical, anti-racist translanguaging stance? The co-development of such a stance occurred through a year-long professional development (PD) series on critical translingual approaches to English teaching (Seltze…
Shifting from Labels and Languages to People
In this article, we explore how translanguaging has been developed, applied, challenged, and proliferated within TESOL Quarterly . Drawing on both scholarship published in the journal and seminal research in the field, we first describe the development of translanguaging, namely, how it came to prominence and how it has drawn attention to the ideological nature of language and language in education. Next, we delve into how scholars have taken up …
Multilingual Education and Policy (12 works) · Sociology (10 works) · Linguistics (9 works) · Pedagogy (9 works) · Second Language Learning and Teaching (8 works) · EFL/ESL Teaching and Learning (7 works) · Psychology (7 works) · Ideology (6 works) · Political science (6 works) · Translanguaging (6 works)