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.
"I commend this book unreservedly as it crosses disciplinary and linguistic boundaries in defining ‘transnational writing education.’ This book is of imminent value for teachers and scholars in the diverse field of writing education in their quest toward improved writing pedagogies."
Ulla Connor, Indiana University–Purdue University Indianapolis, USA
"Xiaoye You’s valuable book adds to the growing body of work on writing theory and practice outside the normal English-dominant settings and beyond the stereotypical types of English language writing that have been done in school settings."
Christine Pearson Casanave, Temple University, Japan
"Few works as successfully cross disciplinary, geographic, and linguistic boundaries as this volume does. Both those new to the idea of transcending national boundaries in writing education and those who have long attempted it will find much of value in the wealth of theory- and practice-oriented contents on offer."
Diane D. Belcher, Georgia State University, USA
"This volume represents a new departure in transnational/transcultural writing studies. It is sure to have a wide and diverse audience."
Dwight Atkinson, University of Arizona, USA
1. Introduction: Making a Transnational Turn in Writing Education
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
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
Lisa R. Arnold
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
June Yichun Liu
13. Teaching English Academic Writing to Non-English Major Graduate Students in Chinese Universities: A Review and a Transnational Vision
Yongyan Li, Xiaohao Ma
14. Epilogue: A Perspective on Transnational Writing Education from a New York City Subway Train
Brooke Ricker Schreiber
This series provides essential texts on teaching English as a second language and applied linguistics. It includes authored and edited volumes to be used as primary or supplementary texts in graduate-level and teacher training courses to enhance students’ and practicing teachers’ professional qualifications and knowledge. Each text is designed to promote the current and growing body of knowledge in applied linguistics and second language teaching, including advances in teacher education and the study of language.
Specifically, the series includes, but is not limited to, current uses of applied linguistics research in teaching a variety of second language skills, such as reading, writing, speaking and listening; materials and curriculum design; literacy; English for academic purposes; and research methods.
The texts also deal with broad domains of professional preparation related to socio-cultural perspectives and current issues/topics in teaching and learning a second language.
Books in the series benefit not only students, but experienced teachers, curriculum developers, teacher trainers, program administrators, and other second and foreign language professionals seeking to advance and update their knowledge and expertise.