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.

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.

Literary Nonfiction. Education. ESL. Language Arts & Disciplines. Edited by Paul Kei Matsuda, Christina Ortmeier-Hooper, and Xiaoye You. THE POLITICS OF SECOND LANGUAGE WRITING: IN SEARCH OF THE PROMISED LAND is the first edited collection to present a sustained discussion of classroom practices in larger contexts of institutional politics and policies. Contributors focus on the policies on assessment, placement, credit, class size, course content, instructional practices, teacher preparation, and teacher support. They examine politics in terms of the relationships and interaction between second language writing professionals and colleagues at the program, department, school, college, and university levels and beyond. Contributors also explore--through critical reflections and situated descriptions of their teaching practices in larger institutional contexts--how these policies and politics affect pedagogical practices. Readers will learn why classroom practices are not neutral, pragmatic space but ideologically saturated sites of negotiation. Contributors are anling Fu, Marylou Matoush, Kerry Enright Villalva, Ilona Leki, Ryuko Kubota, Kimberly Abels, Angela M. Dadak, Jessica Williams, Wei Zhu, Guillaume Gentil, Kevin Eric DePew, Xiaoye You, Deborah Crusan, Sara Cushing Weigle, Jessie Moore Kapper, Christine Norris, Christine Tardy, Stephanie Vandrick, and Barbara Kroll.