TRANSNATIONAL PRESENTERS AND SESSIONS AT 4C15 – PART 1

by Transnational Writing SIG Social Media Gruop

KEY WORDS: #transnational, #international, #global, #[other countries], #translingual

This two-part list is the result of a quick search on 2015 CCCC online program using the above key words. The actual number of international presenters and sessions with transnational, cross-cultural, and multilingual themes is evidently much larger. We hope that this list (and the next) will save you some time toward finding interesting events to go to.

  1. Alanna Frost University of Alabama Huntsvile, Translating Translingualism: A Contribution and a Critique of the Translanguaging Approach with Translocal Cases (with Patricia Fancher Clemson University, Kirk Branch, Montana State University, Bozeman, Sonja Wang, Michigan State University, East Lansing)
  2. Alyssa Cavazos The University of Texas-Pan American – First-Year Composition Multilingual Students: Perceptions of Language Difference and Academic Writing Experiences
  3. Amy Hodges Texas A&M at Qatar – Risking our Foundations: Transnational Research and Teaching at an IBC in the Middle East
  4. Amy Wan  Queens College, CUNY – When the Local is Global: Literacy Learning, Language Diversity, and the Persistence of Monolingual Policy
  5. Andrea Williams University of Toronto, Ontario, Canada – Writing to Learn Activities in a First-Year Anthropology Course: An Examination of Student and TA Perceptions…
  6. Angela Dadak American University, Washington, DC – Putting the “E” in Agency: Multilingual Students in Online Writing Courses
  7. Anna Wärnsby Malmö University, Sweden – EFL Students’ Acquisition of Metalanguage for Academic Writing
  8. Anne Lazaraton University of Minnesota – Specific risks/indefinite rewards: Domestic student & teacher discourses that make international students “problems” to be “dealt with”
  9. Anne Ruggles Gere University of Michigan, Ann Arbor – Disciplinary Writing at a Mexican and a US University
  10. Annual Meeting, Annual Meeting of the International Network of Writing-across-the-Curriculum Programs
  11. Asko Kauppinen Malmö University, Sweden – EFL Students’ Acquisition of Metalanguage for Academic Writing
  12. Bobbi Olson Grand View University – Translingualism as an Institutional Initiative
  13. Brian Larson University of Minnesota – Great expectations: Learning what writing teachers and students want from/for international students
  14. Brian Ray University of Nebraska at Kearney – “Oni One English Meh?” Student Research and Writing on WE and Translingualism
  15. Brian Schwartz New York University – Seeking Sources: How International/ELL/SLW Students Search, Read, and Write from Sources
  16. Carmeneta Jones (with Annife Campbell, Deidrea Dwyer Evans & Marilyn Hall Ricketts), The University of the West Indies, Mona, Jamaica – Taking Risks to Help At-risk Students in Academic Writing in a University in Jamaica: Transnational Connections to the 2013 NCTE-sponsored Listening Tour
  17. Carolina Pelaez-Morales Columbus State University, GA – Faculty Response to the Presence of Multilingual Writers in the Composition Classroom
  18. Carrie Kilfoil University of Indianapolis, IN, Preparing Teachers for a Globalizing World: From a Multilingual to a Translingual Approach to Language Difference in Composition Teacher Training
  19. Chenchen Huang Pennsylvania State University, State College, Lend Me Your Ears: Listening to A Non-Native Instructor in A First-Year Writing Classroom
  20. Cheryl Caesar Michigan State University, East Lansing – Forging Partnerships: Risks and Rewards of a Cross-Classroom, Cross-Cultural, Cross-Lingual Curriculum
  21. Christiane K. Donahue Dartmouth and Université de Lille III, VT – Deep Rewards and Serious Risks: Working Through International Higher Education Writing Research Exchange
  22. Christine Gregory Florida International University – Redefining the mainstream: Serving a multilingual population through universal design
  23. Christine Gregory Florida International University – Risks and rewards of redesigning FYC curriculum for the multilingual reality
  24. Connie Kendall Theado University of Cincinnati, OH – Reframing Resistance: Negotiating Pedagogical and Curricular Change in a US/Kurdish Transnational Partnership
  25. Cristine Soliz Fort Valley State University, GA – Using Storytelling and Traditional Values to Transfer Knowledge, Reduce Stress, and Improve Self-Confidence in English Writing
  26. Damian Finnegan Malmö University, Sweden – EFL Students’ Acquisition of Metalanguage for Academic Writing
  27. Dan Bommarito Arizona State University, Tempe, Cultivating Reflective Translingual Practice in Composition Pedagogy
  28. Daniel Kies College of DuPage, Glen Ellyn, IL – The acquisition of hypotactic structures in first-year composition
  29. David Albachten Istanbul Sehir University, Turkey – Longitudinal Tracking of Turkish L1 University Preparatory Students Writing in English: A Two-Year Retrospective Study with Implications for Teaching and Curricula
  30. David Cregar New York University – Seeking Sources: How International/ELL/SLW Students Search, Read, and Write from Sources
  31. Deborah Carmichael Michigan State University, East Lansing – Using Familiar Genres to Explore Localized Cultural Experiences
  32. Deborah H. Holdstein Columbia College Chicago – Global Diaspora as Assimilation: Jewish-to-Jesuit Rhetoric and its Implications for Composition
  33. Diana Mónica Waigandt Universidad Nacional de Entre Ríos, Argentina – ESP hat trick: reading, writing and entrepreneurial skills for engineering and technology undergraduates
  34. Einat Lichtinger Oranim Academic College, Kiryat Tivon, Israel – The Challenge of Advancing Writing Skills among College Students
  35. Eli Goldblatt Temple University, Writing Abroad: The Risk and Reward of Teaching and Learning in Non American Settings
  36. Elif Guler Longwood University – Teaching Turkish Rhetoric through Ataturk’s Nutuk
  37. Eliot Rendleman Columbus State University, GA – Kung Fu and Mapping the Dynamics of Hierarchy in a Deliberate Collaboration among Writing Programs
  38. Elizabeth Matway University of Pittsburgh, PA – The Child in School: Why Primary Teachers Need History of English
  39. Emily Cooney Arizona State University, Cultivating Reflective Translingual Practice in Composition Pedagogy
  40. Emily Simnitt Boise State University, Idaho – Multilingual Student Agency and Academic Discourse in the Twittersphere
  41. Enzu Castellanos Florida International University – Rephrasing the obvious questions: Why we research ideas instead of subjects to push past the obvious answers
  42. Eric Kehoe The University of Maine – Enacting Translingual Pedagogies: What a Translingual FYC Classroom Might Look Like
  43. Erik Mortenson Koc University, Istanbul, Turkey – Collaborating Across Cultures: The Results of a Shared Assignment between Two Undergraduate Classrooms in Istanbul and Chicago
  44. Erin Frymire Northeastern University, Boston, MA, ‘Assimilation Warriors’ and ‘Multi-Culti Whiners’: The Layered Rhetorical Strategies of ProEnglish’s Official English Advocacy Website
  45. Fatma Dreid University of Tripoli, Libya – YouTube in the Libyan English Language Teacher Education Programs: A Potential Gap Bridging Tool
  46. Federico Navarro UBA; UNGS; CONICET – What citations tell us about an emerging activity system
  47. Gail Shuck Boise State University, Teaching for Agency: The Risks and Rewards for Multilingual Writers
  48. Geeta Aneja University of Pennsylvania, Philadelphia – Disinventing the Native Speaker and Reconstituting Language in TESOL Teacher Education
  49. Geoffrey Huck York University, Toronto, Ontario, Canada – Will a Reading Program Designed to Produce Avid Readers be More Successful than a Writing Program in Developing Good Writers?
  50. Gita DasBender Seton Hall University, South Orange, New Jersey – Teacher and Student Perceptions of English Writing Instruction at a Teacher Training College in Vietnam
  51. Gloria Ginevra Universidad del Aconagua, Argentina – MA in Higher Education
  52. Iklim Goksel Indiana University Purdue University Fort Wayne – Teaching Turkish Rhetoric through Ataturk’s Nutuk
  53. C. Lee California State University, Northridge – Rhetorically Situated Rules: Standard English Policies in International, English-Language Forum Writing Communities
  54. James Austin University of California, Santa Barbara, University of Arizona, Tucson – The Literacy Learning Experiences of Public High School Graduates at Two Private Universities in the Middle East
  55. Jane Greer University of Missouri, Kansas City – If these Dolls Could Talk: B’nai B’rith Women and the Rhetoric of the Intergroup Relations Movement, 1951 to 1976
  56. Jennifer Craig Massachusetts Institute of Technology, Cambridge – Success and Lack of Success in WAC/WID Project: MIT and Pontificia Universidad Católica de Chile
  57. Jenniffer Lopera Universidad del Rosario – Bogotá, Colombia – Impact of Pedagogical Strategies for Supporting Students with Academic Difficulties Regarding Reading and Writing in Higher Education
  58. Jim Bowman John Fisher College, Rochester, NY, Writing Abroad: The Risk and Reward of Teaching and Learning in Non American Settings
  59. John Brereton University of Massachusetts, Boston – Global Rhetoric and the Jesuits: A Four Hundred Year Tradition
  60. John Brereton University of Massachusetts, Boston – Global Rhetoric and the Jesuits: A Four Hundred Year Tradition
  61. John Stasinopoulos College of DuPage – Using learner corpora in the ESL writing classroom
  62. José Brandão Carvalho University of Minho – Research on Academic Writing in Portugal – Different Paths, Multiple Problems Characterizing Writing Practices
  63. Joyce Meier Michigan State University, East Lansing – Risk into Reward: Enacting Translingual, Transcultural Pedagogies Among Diverse Student Learners
  64. Judith Livingston Columbus State University, GA – Kung Fu and Mapping the Dynamics of Hierarchy in a Deliberate Collaboration among Writing Programs
  65. Judith Szerdahelyi (with Tatjana Schell), Western Kentucky University, Bowling Green – SIG for Teachers who are Non-Native Speakers of English
  66. Justin Sevenker University of Pittsburgh, PA – Literacy, Language Policy, and the History of English
  67. Kacee Belcher Florida International University, Miami – Entering global discourse through a translingual lens: Helping students find their voice through a universal approach
  68. Karl-Heinz Pogner Copenhagen Business School, Denmark – Text Production in the Professions as Acting in the Workplace.
  69. Kathleen Hynes Indiana University of Pennsylvania – Rethinking the Rubric: Assessment in the Translingual Composition Classroom
  70. Katia Morais Universidade Federal do Pampa – English without Borders at Brazilian Universities: Metanoia and the Creation of Internacionalization Policy

For even more, see Part 2.

This entry was posted in Translingual Practice, Transnational Writing. Bookmark the permalink.

1 Response to TRANSNATIONAL PRESENTERS AND SESSIONS AT 4C15 – PART 1

  1. Pingback: PART 2 – TRANSNATIONAL PRESENTERS AND SESSIONS AT 4C15 | Transnational Writing

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