Stella Moceri Seilo

Stella Moceri Seilo

Academic Services Officer I BBE/ESL World Language Teacher Education Division


Office Hours: By Appointment.

239 Education Bldg.

Stella Moceri Seilo

Degrees and Certifications

Ph.D., Wayne State University, Curriculum & Instruction Teacher Education Division

M.Ed., Wayne State University, Teaching & Learning: Bilingual Bicultural Education

BA, University of Windsor, Linguistics

BA, University of Windsor, Italian




Dr. Seilo is an academic advisor in the Bilingual and Bicultural/English as a Second Language (BBE/ESL) World Language department. She advises certifified teachers who are enrolled in BBE/ESL endorsement cohort and non-cohort programs. Dr. Seilo colaborates closely with the BBE/ESL World Language cohort coordinator, Dr. Lisa Marie Westbrooks. 

Co-taught LED 6580 - Culture as the Basis for Language Teaching

Academic Interests

Teachers PreK-12 interacting with other teachers internationally, either virtually or in person. 


Dr. Seilo received her Doctor of Philosophy in Curriculum & Instruction from the College of Education within the Teacher Education Division at Wayne State University. Her research is centered around international virtual teacher-to-teacher interactions during a global pandemic, specifically focusing on the challenges and successes of teaching emergent bilinguals. Dr. Seilo is a passionate advocate for equitable education and emphasizes the need for teachers to be equipped with the necessary tools to teach emergent bilinguals. One of the significant findings from her original research is teachers experience a heightened level of consciousness or "conscientização" through interactions with their peers. Three examples of "conscientização" are intercultural learning, teacher reflexivity, and a sense of less isolation. Her research findings underscore the benefits of teacher-to-teacher interactions, which go beyond knowledge-sharing and contribute to developing a sense of community, learning the intricacies of language and culture, and self-reflection. The study also yielded a welcoming protocol for emergent bilinguals and their families, which teachers can implement in their classrooms.


Area of Expertise

Bilingual Bicultural Education; Linguistics; Italian


 Thomas C. Rumble Fellowship 


  • Conference on Critical Pedagogy and Paulo Freire: Commemorating 50 Years of Pedagogy of the Oppressed October 18-19, 2018. USC Russell House Columbia, SC USA. Title of paper: Lifting the Veil of ignorance, to reveal modern day oppression: We stand in solidarity with those who fight for justice and show a sense of agency.

  • Symposium on Autoethnography and Narrative Inquiry: Honoring the legacy of Carolyn Ellis & Art Bochner, January 3-5, 2019. Dolphin Beach Resort St. Pete Beach, Florida. Title of paper: David

  • 31st Annual Ethnographic & Qualitative Research Conference, February 25-26, 2019. UNLV/College of Education. Title of paper: Subjugation and Emancipation: A phenomenographic analysis of Curriculum outlook.

  • 2021 AERA Virtual Annual Meeting, April 8-12, 2021. Title of paper: Resituating “Zero Tolerance”: The Urban School to Prison and Suburban School to Suicide. 



Gonzales, S. & Seilo, S. M. (In press). Systematic interferences: An autoethnographic exploration of how poor facilities and school climate disrupts academic success in urban Detroit. Journal of Education, 1-29.


Gonzales, S., Seilo, S. M., Ferzouz, H., & DeNicolo, C. (In progress). School policing in southeastern Michigan: A report produced with a grant from the ACLU.


Seilo, S. M. (2023). International teacher-to-teacher zoom interactions during the COVID-19 pandemic: A digital ethnographic study.



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