Cross-Language Relations in Composition
Cross-Language Relations in Composition brings together the foremost scholars in the fields of composition, second language writing, education, and literacy studies to address the limitations of the tacit English-only policy prevalent in composition pedagogy and research and to suggest changes for the benefit of writing students and instructors throughout the United States. Recognizing the growing linguistic diversity of students and faculty, the ongoing changes in the English language as a...
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Cross-Language Relations in Composition brings together the foremost scholars in the fields of composition, second language writing, education, and literacy studies to address the limitations of the tacit English-only policy prevalent in composition pedagogy and research and to suggest changes for the benefit of writing students and instructors throughout the United States. Recognizing the growing linguistic diversity of students and faculty, the ongoing changes in the English language as a result of globalization, and the increasingly blurred categories of native, foreign, and second language English speakers, editors Bruce Horner, Min-Zhan Lu, and Paul Kei Matsuda have compiled a groundbreaking anthology of essays that contest the dominance of English monolingualism in the study and teaching of composition and encourage the pursuit of approaches that embrace multilingualism and cross-language writing as the norm for teaching and research.The nine chapters comprising part 1 of the collection focus on the origins of the “English only” bias dominating U.S. composition classes and present alternative methods of teaching and research that challenge this monolingualism. In part 2, nine composition teachers and scholars representing a variety of theoretical, institutional, and professional perspectives propose new, compelling, and concrete ways to understand and teach composition to students of a “global,” plural English, a language evolving in a multilingual world. Drawing on recent theoretical work on genre, complexity, performance and identity, as well as postcolonialism, Cross-Language Relations in Composition offers a radically new approach to composition teaching and research, one that will prove invaluable to all who teach writing in today’s multilingual college classroom.
AcknowledgmentsIntroduction: From "English Only" to Cross-Language Relations in Composition Bruce Horner Horner, Bruce 1PART ONE Struggling with "English Only" in Composition1 Linguistic Memory and the Uneasy Settlement of U.S. English John Trimbur Trimbur, John 212 Living-English Work Min-Zhan Lu Lu, Min-Zhan 423 Globalization, Guanxi, and Agency: Designing and Redesigning the Literacies of Cyberspace Lu Liu Lu, Liu 574 The Myth of Linguistic Homogeneity in U.S. College Composition Paul Kei Matsuda Matsuda, Paul Kei 815 "English-Only," African American Contributions to Standardized Communication Structures, and the Potential for Social Transformation Elaine Richardson Richardson, Elaine 976 Spanglish as Alternative Discourse: Working against Language Demarcation Kate Mangelsdorf Mangelsdorf, Kate 1137 There's No Translation for it: The Rhetorical Sovereignty of Indigenous Languages Scott Richard Lyons Lyons, Scott Richard 1278 Discourse Tensions, Englishes, and the Composition Classroom Shondel J. Nero Nero, Shondel J. 1429 A Rhetoric of Shuttling between Languages A. Suresh Canagarajah Canagarajah, A. Suresh 158PART TWO Responses to Struggling with "English Only" in Composition10 Ownership of Language and the Teaching of Writing Shirley Wilson Logan Logan, Shirley Wilson 18311 Why Don't We Speak with an Accent? Practicing Interdependence-in-Difference LuMing Mao Mao, LuMing 18912 The Challenges and Possibilities of Taking Up Multiple Discursive Resources in U.S. College Composition Anis Bawarshi Bawarshi, Anis 19613 Mapping the Cultural Ecologies of Language and Literacy Michelle Hall Kells Kells, Michelle Hall 20414 Language Diversity and the Responsibility of the WPA Susan K. Miller-Cochran Miller-Cochran, Susan K. 21215 Resistance to the "English Only" Movement: Implications for Two-Year College Composition Jody Millward Millward, Jody 22116 In Praise of Incomprehension Catherine Prendergast Prendergast, Catherine 23017 Sustainable Writing Marilyn M. Cooper Cooper, Marilyn M. 23618 Reflections Victor Villanueva Villanueva, Victor 244Contributors 251Index 255
\ From The Critics “Bruce Horner, Min-Zhan Lu, and Paul Kei Matsuda have gathered a distinguished cross-section of contributors from among the most innovative thinkers and the most active leaders in our field . . . Our thanks go to the editors and contributors for their leadership in helping us with the ongoing task of demystifying our angels and demons in this work and helping us to move more vigorously toward actually joining a linguistically diverse world, rather than struggling so mightily to ignore it.”\ —Jacqueline Jones Royster, The Ohio State University\ \ \
