Internationalizing the Writing Center provides a rationale, pedagogical plan, and administrative method for developing a multilingual writing center. The book incorporates work from writing center studies as well as second language acquisition studies, including English as a second language; English as a foreign language; second language writing; and foreign language writing. Author Noreen Lape draws on ten years of experience directing a multilingual writing center that offers writing tutoring in eleven languages, and she incorporates the voices and insights of foreign language writing tutors and faculty from surveys, interviews, and tutoring session reports. Lape begins by exploring the dominance of English-medium writing centers in a globalized world and arguing for the expansion of English-centric into multilingual writing centers. She then considers how tutor training differs when the writing center is multilingual as opposed to monolingual, and the writing is second language and foreign language as well as “native” language. The chapters on tutor training explore issues such as holistic tutoring, composing in a foreign language, the role of translating in the writing process, creating a positive learning environment, and developing intercultural competence. In multiple appendices, Lape shares original exercises that writing center administrators can use to train foreign language writing tutors. The book ends with a discussion of strategies for engaging faculty and administrators as stakeholders, and collaborating with those stakeholders to create a sustainable center.

"This must-read book offers writing center administrators a roadmap for how and why they should expand services to include native speakers of other languages and those studying and writing in other languages. Though developing programs for all these writers might seem daunting, Lape details what is needed in terms of offering a rationale, theoretical underpinning, plan for development, and resources and strategies for training multilingual tutors. In an internationalized world, Lape invites us to acknowledge that it's time to internationalize writing centers."--Muriel Harris "Reading Noreen Lape's book, you will realize what an innovative, interdisciplinary pedagogical and research space the Multilingual Writing Center can be. No other college writing center tutors writing in over ten languages and produces scholarship demonstrating the need and techniques for integrating higher order and linguistic concerns into writing tutorials."--Carol Severino INTERNATIONALIZING THE WRITING CENTER provides a rationale, pedagogical plan, and administrative method for developing a multilingual writing center. The book incorporates work from writing center studies as well as second language acquisition studies, including English as a second language, English as a foreign language, second language writing, and foreign language writing. Drawing on ten years of experience directing a multilingual writing center, Lape incorporates the voices and insights of foreign language writing tutors and faculty from surveys, interviews, and tutoring session reports. Lape describes the dominance of English-medium writing centers in a globalized world and argues for expanding English-centric into multilingual writing centers. She then considers how tutor training differs when the writing center is multilingual as opposed to monolingual and the writing is second language and foreign language as well as "native" language. Chapters on tutor training explore issues such as holistic tutoring, composing in a foreign language, the role of translating in the writing process, creating a positive learning environment, and developing intercultural competence. Lape also shares original exercises that writing center administrators can use to train foreign language writing tutors. and strategies for engaging faculty and administrators as stakeholders and collaborators. NOREEN GROOVER LAPE is Associate Provost of Academic Affairs and Director of the Writing Program/Norman M. Eberly Multilingual Writing Center at Dickinson College in Carlisle, Pennsylvania.

Multilingual writers—often graduate students with more content knowledge and broader cultural experience than a monolingual tuto—unbalance the typical tutor/client relationship and pose a unique challenge for the writing center. Multilingual Writers and Writing Centers explores how directors and tutors can better prepare for the growing number of one-to-one conferences with these multilingual writers they will increasingly encounter in the future. This much-needed addition of second language acquisition (SLA) research and teaching to the literature of writing center pedagogy draws from SLA literature; a body of interviews Rafoth conducted with writing center directors, students, and tutors, and his own decades of experience. Well-grounded in daily writing center practice, the author addresses which concepts and practices directors can borrow from the field of SLA to help tutors respond to the needs of multilingual writers, what directors need to know about these concepts and practices, and how tutoring might change in response to changes in student populations. Multilingual Writers and Writing Centers is a call to invigorate the preparation of tutors and directors for the negotiation of the complexities of multilingual and multicultural communication.

The Internationalization of US Writing Programs illuminates the role writing programs and WPAs play in defining goals, curriculum, placement, assessment, faculty development, and instruction for international student populations. The volume offers multiple theoretical approaches to the work of writing programs and illustrates a wide range of well-planned writing program–based empirical research projects. As of 2016, over 425,000 international students were enrolled as undergraduates in US colleges and universities, part of a decade-long trend of increasing numbers of international students coming to the United States for both undergraduate and graduate degrees. Writing program administrators and writing teachers across the country are beginning to recognize this changing demographic as a useful catalyst for change in writing programs, which are tasked with preparing all students, regardless of initial level of English proficiency, for academic and professional writing. The Internationalization of US Writing Programs is the first collection to focus specifically on this crucial aspect of the roles and responsibilities of WPAs, who are leading efforts to provide all students on their campuses, regardless of nationality or first language, with competencies in writing that will serve them in the academy and beyond. Contributors: Jonathan Benda, Michael Dedek, Christiane Donahue, Chris W. Gallagher, Kristi Girdharry, Tarez Samra Graban, Jennifer E. Haan, Paula Harrington, Yu-Kyung Kang, Neal Lerner, David S. Martins, Paul Kei Matsuda, Heidi A. McKee, Libby Miles, Susan Miller-Cochran, Matt Noonan, Katherine Daily O’Meara, Carolina Pelaez-Morales, Stacey Sheriff, Gail Shuck, Christine M. Tardy, Stanley Van Horn, Daniel Wilber, Margaret Willard-Traub

Disruptive Stories uses an activist editing method to select and publish authors that have been marginalized in scholarly conversations and enrich the understanding of lived writing center experiences that have been underrepresented in writing center scholarship. These chapters explore how marginality affects writing centers, the people who work in them, and the scholarship generated from them by examining the consequences—both positive and negative—of marginalization through a mix of narratives and research. Contributors provide unique perspectives ranging across status, role, nationality, race, and ability. While US tenure-track writing center administrators (WCAs) do not make up the majority of those who hold WCA positions in writing centers, they are more likely to be the storytellers of the writing center grand narrative. They publish more, present more conference papers, edit more journals, and participate more in organizational leadership. This collection complicates that narrative by adding marginalized voices and experiences in three thematic categories: structural marginalization, globalization and marginalization, and embodied marginalization. Disruptive Stories spurs further conversations about ways to improve the review process in writing center scholarship so that it more accurately reflects the growing diversity of its administrators and practitioners.

This volume contributes to emerging interdisciplinary conversations in higher education about how to refine internationalization in terms of praxis and how to coordinate curricular and pedagogical efforts to achieve meaningful learning outcomes for all students. The chapters provide suggestions for how L2 specialists can reframe their work in their individual programs to help internationalize the entire university in ways that lead to improved learning outcomes for students at different points in their degree programs, including: Orientation programs (early arrival on campus, before classes start); language center contexts (support during studies); volunteer programs for International Teaching Assistants (ITA) and undergraduate students [and more].

This book presents exemplars of multilingualism in TESOL worldwide. It incorporates essential topics such as curriculum development, classroom instruction, materials creation, assessment, and teacher training where TESOL and multilingualism co-exist and co-develop. The wide-ranging and international collection of chapters is written by leading researchers in multilingualism and TESOL from around the world. This handbook provides unique insights into a range of practical approaches to promote local, indigenous and national languages in English language classrooms across a range of instructional programs in various geographical contexts. The book is divided into six sections. Part 1 presents curricular and principle-based approaches to multilingual TESOL in ESL/EFL classes. Part 2 includes chapters that showcase how diverse teachers bring multilingual TESOL to their classrooms. Part 3 discusses the challenges of teaching multilingual TESOL and how educators address them in their contexts. Part 4 provides activities and materials to support local languages in TESOL classrooms. Part 5 addresses assessment issues in multilingual TESOL. Part 6 includes initiatives and examples to prepare TESOL teachers to promote multilingualism in ESL/EFL classrooms.

Globalization and the resulting internationalization of universities is driving change in teaching, learning, and what it means to be educated. This book provides exemplars of how the Communication discipline and curriculum are responding to the demands of globalization and contributing to the internationalization of higher education. Communication as a discipline provides a strong theoretical and methodological framework for exploring the benefits, challenges and meanings of globalization. The goal of this book, therefore, is to facilitate internationalization of the communication discipline in an era of globalization. Section one discusses the theoretical perspectives of globalism, internationalization, and the current state of the Communication discipline and curriculum. Section two offers a comprehensive understanding of the role, ways, and impact of internationalizing teaching, learning, and research in diverse areas of study in Communication, including travel programs and initiatives to bring internationalization to the classroom. The pieces in this section will include research-based articles, case studies, analytical reviews that exam key questions about the field, and themed pieces for dialogue/debate on current and future teaching and learning issues related to internationalizing the Communication discipline/curriculum. Section three provides an extensive sampling of materials and resources for immediate use in internationalization in communication studies; sample syllabi, activities, examples, and readings will be included. In sum, our book is designed to enable communication curriculum and communication courses in other disciplines to be internationalized and to offer different approaches to enable faculty, students, and administrators to incorporate and experience an internationalized curriculum regardless of time and financial limitations. This book is notable as a professional development resource for individuals both inside and outside the communication discipline who wish to incorporate a global perspective into their research and classrooms.

THE BEST OF THE INDEPENDENT RHETORIC AND COMPOSITION JOURNALS 2014 represents the result of a nationwide conversation—beginning with journal editors, but expanding to teachers, scholars and workers across the discipline of Rhetoric and Composition—to select essays that showcase the innovative and transformative work now being published in the field’s independent journals.

International communication as a field of inquiry is, in fact, not very “internationalized.” Rather, it has been taken as a conceptual extension or empirical application of U.S. communication, and much of the world outside the West has been socialized to adopt truncated versions of Pax Americana’s notion of international communication. At stake is the “subject position” of academic and cultural inquirers: Who gets to ask what kind of questions? It is important to note that the quest to establish universally valid “laws” of human society with little regard for cultural values and variations seems to be running out of steam. Many lines of intellectual development are reckoning with the important dimensions of empathetic understanding and subjective consciousness. In Internationalizing "International Communication," Lee and others argue that we must reject both America-writ-large views of the world and self-defeating mirror images that reject anything American or Western on the grounds of cultural incompatibility or even cultural superiority. The point of departure for internationalizing “international communication” must be precisely the opposite of parochialism – namely, a spirit of cosmopolitanism. Scholars worldwide have a moral responsibility to foster global visions and mutual understanding, which forms, metaphorically, symphonic harmony made of cacophonic sounds.