This special issue invites research articles, narratives, reflective essays, and course designs that provide perspectives on translingualism, transnationalism, and the internationalization of composition. The guest-editors are especially interested in articles that focus on teaching and administrative practices. Proposals are welcome on (but not limited to) the following topics:
Pedagogies and practices in transnational approaches to college writing instruction and/or administration at any university.Implications of critical contrastive rhetoric or comparative rhetoric on writing instruction and/or administration.Histories of ESL, EFL, and second-language writing worldwide, as well as historical and archival methods specific to researching issues of linguistic diversity.Technology’s influence on the evolution of English(es), the internationalization of college composition, or English language instruction.World English(es), code-switching/mixing, language contact, or language change—with an emphasis on their implications for teaching writing.Position statements, textbooks, or other documents relevant to linguistic diversity, as well as institutional, professional, civic, or cultural organizations involved in the education of linguistically diverse populations.Language policies and planning in any country, with an emphasis on their impact on college writing instruction.
Please send 250-500 word proposals to guest editors Brian Ray (firstname.lastname@example.org) or Connie Kendall Theado (email@example.com) by January 15, 2015.
Tentative Timeline for this issue:
Mid-February 2015: Notify contributors of acceptances
June 15, 2015: First drafts due
Mid-August 2015: Editors provide comments and revision requests
October 15, 2015: Revisions due
November 15, 2015: Final comments by editors
February 1, 2016: Final versions due