Presented by Dr. Kate Seltzer, Assistant Professor of Bilingual and ESL Education, Rowan University; and Dr. Susana Ibarra Johnson, Assistant Professor of Bilingual Education and TESOL in the School of Teacher Preparation, Administration, and Leadership, New Mexico State University

Sponsored by Brookes Publishing

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This edWebinar introduces translanguaging as a culturally and linguistically sustaining way for educators to work with students labeled English language learners, also referred to as emergent bilinguals. The presenters first explore translanguaging as theory and then “translate” that theory into practice across different K-12 classrooms.

Particular emphasis is placed on the ways that translanguaging theory and pedagogy support socio-emotional identities and contribute to movements for equity and social justice for historically marginalized students. Viewers have the opportunity to ask questions, engage in conversation, and brainstorm ways to bring translanguaging theory and pedagogy to their own contexts. This recorded edWebinar is of interest to K-12 teachers, school and district leaders, multilingual directors, and instructional coaches.

About the Presenters

Dr. Kate Seltzer is an assistant professor of bilingual and ESL education at Rowan University. A former high school English language arts teacher in New York City, Dr. Seltzer currently teaches pre- and in-service teachers of bilingual students. Her current research involves working with English teachers to cultivate a critical stance and approach to teaching emergent bilinguals. She is co-author of the book, The Translanguaging Classroom: Leveraging Student Bilingualism for Learning, as well as several book chapters and articles in journals such as English Education; Language, Identity and Education; Research in the Teaching of English; and TESOL Quarterly.

Dr. Susana Ibarra Johnson is an assistant professor of bilingual education and TESOL in the School of Teacher Preparation, Administration, and Leadership at New Mexico State University. Dr. Ibarra Johnson is one of the co-authors of The Translanguaging Classroom: Leveraging Student Bilingualism for Learning along with Dr. Ofelia García and Dr. Kate Seltzer. Her commitment to improving the education of bilingual students is grounded in her experience as a bilingual learner and teacher. She has been a professional development specialist, associate researcher for WIDA, director of bilingual multicultural education programs at Bernalillo Public Schools, and most recently, a district biliteracy specialist for Albuquerque Public Schools. Her research focuses on translanguaging pedagogy in bilingual education and English language development contexts.

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