Description
Arguing that writing teachers need to enable students to recognize, negotiate with, deconstruct, and transcend national, racial, ethnic, and linguistic boundaries, this volume proposes a "transnational" framework as an alternative approach to literacy education and as a vital component to cultivating students as global citizens. In a field of evolving literacy practices, this volume builds off the three pillars of transnational writing education—translingualism, transculturalism, and cosmopolitanism—and offers both conceptual and practice-based support for scholars, students, and educators in order to address current issues of inclusion, multilingual learning, and diversity.
Table of Contents
1. Introduction: Making a Transnational Turn in Writing Education Part I: Theory 2. Rhetorical and Linguistic Flexibility: Valuing Heterogeneity in Academic Writing Education 3. Transnationalism and Translingualism: How They are Connected 4. Writing is the Question, Not the Answer: A Critical Cosmopolitan Approach to Writing in Neoliberal Times Part II: History 5. Translanguaging in Hiding: English-Only Instruction and Literacy Education in Nepal 6. "Today the Need Arises" اليوم قد مسّت الحاجة: Arabic Student Writing at the Turn of the 20th Century Part III: Practice 7. Potential Phases of Multilingual Writers’ Identity Work 8. Effects of Study-Abroad Experiences on L2 Writing: Insights from Published Research 9. From Activity Systems to Mobility Systems: Tracing Multilingual Literacies on the Move 10. Technology-Mediated Transnational Writing Education: An Overview of Research and Practice 11. English Teacher Identity Development through a Cross-border Writing Activity 12. The Affordances of Facebook for Teaching ESL Writing 13. Teaching English Academic Writing to Non-English Major Graduate Students in Chinese Universities: A Review and a Transnational Vision 14. Epilogue: A Perspective on Transnational Writing Education from a New York City Subway Train
