| The translanguaging classroom: Leveraging student bilingualism for learning O García, SI Johnson, K Seltzer, G Valdés Caslon, 2017 | 1821 | 2017 |
| Translanguaging [: A CUNY-NYSIEB Guide for Educators CM Celic, K Seltzer Cuny-Nysieb, 2013 | 472 | 2013 |
| Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto O García, N Flores, K Seltzer, L Wei, R Otheguy, J Rosa Critical inquiry in language studies 18 (3), 203-228, 2021 | 333 | 2021 |
| Translanguaging, coloniality, and English classrooms: An exploration of two bicoastal urban classrooms CV de Los Ríos, K Seltzer Research in the Teaching of English 52 (1), 55-76, 2017 | 161 | 2017 |
| Reconceptualizing “home” and “school” language: Taking a critical translingual approach in the English classroom K Seltzer Tesol Quarterly 53 (4), 986-1007, 2019 | 122 | 2019 |
| Translating theory to practice: Exploring teachers’ raciolinguistic literacies in secondary English classrooms K Seltzer, CV los Ríos English Education 51 (1), 49-79, 2018 | 94 | 2018 |
| The translanguaging current in language education O García, K Seltzer Flerspråkighet som resurs 31, 19-30, 2016 | 90 | 2016 |
| Translanguaging in curriculum and instruction: A CUNY-NYSIEB guide for educators S Hesson, K Seltzer, HH Woodley New York: CUNY-NYSIEB, 2014 | 72 | 2014 |
| Performing ideologies: Fostering raciolinguistic literacies through role‐play in a high school English classroom K Seltzer Journal of Adolescent & Adult Literacy 63 (2), 147-155, 2019 | 53 | 2019 |
| Disrupting linguistic inequalities in US urban classrooms: The role of translanguaging O García, K Seltzer, D Witt The multilingual edge of education, 41-66, 2018 | 53 | 2018 |
| “My English is its own rule”: Voicing a translingual sensibility through poetry K Seltzer Journal of Language, Identity & Education 19 (5), 297-311, 2020 | 44 | 2020 |
| Navigating turbulent waters: Translanguaging to support academic and socioemotional well-being K Seltzer, BA Collins, KM Angeles Translanguaging with multilingual students, 140-159, 2016 | 40 | 2016 |
| Enacting a critical translingual approach in teacher preparation: Disrupting oppressive language ideologies and fostering the personal, political, and pedagogical stances of … K Seltzer TESOL Journal 13 (2), e649, 2022 | 36 | 2022 |
| Biliteracy and translanguaging in dual-language bilingual education SI Johnson, O García, K Seltzer Dual language education: Teaching and leading in two languages, 119-132, 2019 | 33 | 2019 |
| Translanguaging and early childhood education in the USA: Insights from the CUNY-NYSIEB Project K Seltzer, L Ascenzi-Moreno, GY Aponte Inclusion, education and translanguaging: How to promote social justice in …, 2020 | 29 | 2020 |
| Broadening the view: Taking up a translanguaging pedagogy with all language–minoritized students K Seltzer, O García Envisioning TESOL through a translanguaging lens: Global perspectives, 23-42, 2020 | 28 | 2020 |
| Always at the bottom: Ideologies in assessment of emergent bilinguals L Ascenzi-Moreno, K Seltzer Journal of Literacy Research 53 (4), 468-490, 2021 | 27 | 2021 |
| Understanding Translanguaging in US Literacy Classrooms K Seltzer, CV de los Ríos National Council of Teachers of English, 2021 | 22 | 2021 |
| Translingual writers as mentors in a high school “English” classroom K Seltzer Plurilingual Pedagogies: Critical and creative endeavors for equitable …, 2020 | 18 | 2020 |
| " Resisting from Within":(Re) imagining a Critical Translingual English Classroom K Seltzer City University of New York, 2017 | 15 | 2017 |
Ofelia GarciaProfessor, The Graduate Center, City University of New YorkVerified email at gc.cuny.edu
