Katie Trautman
Ph.D. in Language & Literacy Studies, The University of Texas at Austin, expected 2026
M.A. in Teaching English to Speakers of Other Languages, University of San Francisco, 2018
M.A. in Child and Adolescent Literacy, Loyola Marymount University, 2013
B.A. in Secondary Education, History, Saint Louis University, 2010
Email: katietrautman@utexas.edu
M.A. in Teaching English to Speakers of Other Languages, University of San Francisco, 2018
M.A. in Child and Adolescent Literacy, Loyola Marymount University, 2013
B.A. in Secondary Education, History, Saint Louis University, 2010
Email: katietrautman@utexas.edu
Katie Trautman is a Ph.D. candidate in Language and Literacy Studies in the College of Education at The University of Texas at Austin. A former elementary and K12 ESL teacher, she brings eight years of experience working with bi/multilingual students and now focuses her research on how teacher education can better prepare justice-oriented educators. Her dissertation explores how preservice teachers develop and enact culturally and linguistically sustaining pedagogies such as translanguaging in elementary classrooms.
She is passionate about bridging research and practice to support teachers of bi/multilingual students and promote more equitable learning environments. Her research interests include translanguaging theory and pedagogy, language ideologies in literacy education, and preparing English-medium teachers to work with students from linguistically diverse communities. In addition to her dissertation, Katie has contributed to several research teams focused on mentoring preservice and early career teachers, justice-focused teacher residency programs, and multilingual and multimodal writing development.
She is passionate about bridging research and practice to support teachers of bi/multilingual students and promote more equitable learning environments. Her research interests include translanguaging theory and pedagogy, language ideologies in literacy education, and preparing English-medium teachers to work with students from linguistically diverse communities. In addition to her dissertation, Katie has contributed to several research teams focused on mentoring preservice and early career teachers, justice-focused teacher residency programs, and multilingual and multimodal writing development.
