Teaching And Studying Transnational Composition

Transnational composition is a site for engaging with difference across populations, economies, languages, and borders and for asking how cultures, languages, and national imaginaries interanimate one another. Organized in three parts, the book addresses the transnational in composition in scholarship, teaching, and administration and brings together contributions from institutional, geopolitical, and cultural contexts ranging from North America, Europe, Latin America, Africa, the Middle East, Asia, and the Caribbean and covers writing in English, Chinese, multiple European languages, Latin American Spanish, African and West Indian Creoles, and Guianan French. Exploring the relationship among transnational, international, global, and translingual approaches to composition—while complicating the term composition itself—essays draw on theories of border work, mobility, liminality, cross-border interaction, center-periphery contours, superdiversity, and transnational rhetoric and address, among other topics, models of cognitive processing, principles of universal design, and frames of critical literacy awareness.

Transnational composition is a site for engaging with difference across populations, economies, languages, and borders and for asking how cultures, languages, and national imaginaries interanimate one another. Organized in three parts, the book addresses the transnational in composition in scholarship, teaching, and administration. It brings together contributions from institutional, geopolitical, and cultural contexts ranging across North America, Europe, Latin America, Africa, the Middle East, Asia, and the Caribbean and covers writing in English, Chinese, multiple European languages, Latin American Spanish, African and West Indian Creoles, and Guianan French. Exploring the relationship among transnational, international, global, and translingual approaches to composition--while complicating the term composition itself--essays draw on theories of border work, mobility, liminality, cross-border interaction, center-periphery contours, superdiversity, and transnational rhetoric and address, among other topics, models of cognitive processing, principles of universal design, and frames of critical literacy awareness.

Translingual and Transnational Graduate Education in Rhetoric and Composition investigates the implications of composition studies’ changing terminological and ideological landscape around language and nation for the professionalization of future university writing teacher-scholars. As the collection editors argue, incorporating translingual and transnational theories into graduate pedagogy and curricular structures is necessary if they are to shape professional practices in rhetoric and composition long term. Contributors to the collection articulate the need for translingual and transnational sensibilities in rhetoric and composition graduate programs in light of the material conditions of graduate students’ lives and labor. They further present pathways for rethinking the design of graduate-level coursework, foreign language learning policies and labor, mentoring practices, writing teacher and writing center tutor training, and other professionalization initiatives. Offering a range of conceptually and empirically driven pieces, the collection brings together the voices and lived experiences of graduate students, faculty advisors, and administrators involved in the constant, necessary reworking of rhetoric and composition graduate education in a variety of institutional locales. Translingual and Transnational Graduate Education in Rhetoric and Composition provides inspiration for graduate programs working to enact well-grounded curricular and pedagogical changes to counter the long-standing effects of the dominant racist and monolingualist ideologies in higher education generally, and rhetoric and composition studies specifically. Contributors: Lucía Durá, Patricia Flores, Joe Franklin, Moisés Garcia-Renteria, Bruce Horner, Aimee Jones, Corina Lerma, Kate Mangelsdorf, Brice Nordquist, Madelyn Pawlowski, Christine Tardy, Amy Wan, Alex Way, Anselma Widha Prihandita, Joe Wilson, Xiaoye You, Emily Yuko Cousins, Michelle Zaleski

During the first twenty years of the new millennium, many scholars turned their attention to translingualism, an idea that focuses on the merging of language in distinct social and spatial contexts to serve unique, mutually constitutive, and temporal purposes. This volume joins the more recent shift in pedagogical studies towards an altogether distinct phenomenon: transnationalism. By developing a framework for transnational pedagogical practice, this volume demonstrates the exclusive opportunities afforded to freshmen writers who write in transnational spaces that act as points of fusion for several cultural, lingual, and national identities. With reference to recent works on translingualism and transnationalism, this volume is an attempt to conceptualize effective writing pedagogy in freshman writing courses, which are becoming more and more transnational. It also provides educators and first year writing administrators with practical pedagogical tools to help them use their transnational spaces as a means of achieving their desired learning outcomes as well as teaching students threshold concepts of composition studies. This volume will be particularly useful for first year writing faculty at colleges and universities as well as writing program administrators to create a more effective curriculum that addresses these needs in classroom settings. All scholars with a doctorate in Rhetoric and Composition, English as a Second Language, Translation Studies, to name a few, will also find this a valuable resource.

This volume contributes to emerging interdisciplinary conversations in higher education about how to refine internationalization in terms of praxis and how to coordinate curricular and pedagogical efforts to achieve meaningful learning outcomes for all students. The chapters provide suggestions for how L2 specialists can reframe their work in their individual programs to help internationalize the entire university in ways that lead to improved learning outcomes for students at different points in their degree programs, including: Orientation programs (early arrival on campus, before classes start); language center contexts (support during studies); volunteer programs for International Teaching Assistants (ITA) and undergraduate students [and more].

Working within the framework of translanguaging, the contributors to this collection offer nuanced explorations of how translingual dispositions can be facilitated in English-medium postsecondary writing programs and classrooms. The authors and editors comprise a wide array of writing scholars from diverse teaching and learning contexts with a corresponding array of institutional, disciplinary, and pedagogical expectations and pressures. The work shared in this collection offers readers cases of translingual dispositions that consider the personal, pedagogical, and institutional challenges associated with the adoption of a translingual disposition and interrogate academic translingual practices in U.S. and international English-medium settings.

A project of recovery and reanimation, Lost Texts in Rhetoric and Composition foregrounds a broad range of publications that deserve renewed attention. Contributors to this volume reclaim these lost texts to reenvision the rhetorical tradition itself. Authors discussed include not only twentieth-century American compositionists but also a linguist, a poet, a philosopher, a painter, a Renaissance rhetorician, and a nineteenth-century pioneer of comics; the collection also features some less-studied works by authors who remain well known. These texts will give rise to new conversations about current ideas in rhetoric and composition. This volume contains discussion of the following authors and titles: Judah Messer Leon, The Book of the Honeycomb's Flow, Angel DeCora, Sterling Andrus Leonard, English Composition as a Social Problem, Rodolphe Töpffer, William James, Kenneth Burke, Adrienne Rich, Ann E. Berthoff, John Mohawk, "Western Peoples, Natural Peoples," William Vande Kopple, William Irmscher, Beat Not the Poor Desk, Walter J. Ong, Geneva Smitherman, Thomas Zebroski, Linda Brodkey, Craig S. Womack, Deborah Cameron, James Slevin, Marilyn Sternglass, and William E. Coles, Jr.

Based on range of global case studies, this book expands current work on translingual playfulness through an exploration of precariousness.