Translingual and Transnational Graduate Education in Rhetoric and Composition investigates the implications of composition studies’ changing terminological and ideological landscape around language and nation for the professionalization of future university writing teacher-scholars. As the collection editors argue, incorporating translingual and transnational theories into graduate pedagogy and curricular structures is necessary if they are to shape professional practices in rhetoric and composition  long term.
 
Contributors to the collection articulate the need for translingual and transnational sensibilities in rhetoric and composition graduate programs in light of the material conditions of graduate students’ lives and labor. They further present pathways for rethinking the design of graduate-level coursework, foreign language learning policies and labor, mentoring practices, writing teacher and writing center tutor training, and other professionalization initiatives. Offering a range of conceptually and empirically driven pieces, the collection brings together the voices and lived experiences of graduate students, faculty advisors, and administrators involved in the constant, necessary reworking of rhetoric and composition graduate education in a variety of institutional locales.
 
Translingual and Transnational Graduate Education in Rhetoric and Composition provides inspiration for graduate programs working to enact well-grounded curricular and pedagogical changes to counter the long-standing effects of the dominant racist and monolingualist ideologies in higher education generally, and rhetoric and composition studies specifically.
 
Contributors: Lucía Durá, Patricia Flores, Joe Franklin, Moisés Garcia-Renteria, Bruce Horner, Aimee Jones, Corina Lerma, Kate Mangelsdorf, Brice Nordquist, Madelyn Pawlowski, Christine Tardy, Amy Wan, Alex Way, Anselma Widha Prihandita, Joe Wilson, Xiaoye You, Emily Yuko Cousins, Michelle Zaleski

 

Nancy Bou Ayash is associate professor of language and rhetoric at the University of Washington. Her research focuses on language ideologies, language politics in the study and teaching of writing, and translingual literacies in the transnational landscape of higher education. She currently serves as executive committee member and elected associate chair of the CCCC Transnational Composition Group. She is the author of Toward Translingual Realities in Composition, winner of the 2021 CCCC Research Impact Award.
 
Carrie Byars Kilfoil is a lecturer in the Analytical Writing Program at the University of California San Diego. Her research focuses on translingual and transnational approaches to composition instruction, rhetoric and composition graduate education, and the material conditions of labor and labor relations in writing programs. Her work has been published in Composition Studies, Composition Forum, Rhetoric Review, JAC, and the edited collection Integrating Content and Language in Higher Education.