Brice Nordquist is Assistant Professor of Writing and Rhetoric at Syracuse University. He earned his PhD in Rhetoric and Composition from the University of Louisville. Working at the intersections of composition, literacy studies, socio- and applied linguistics and mobility studies, his research and teaching investigates relations among language and literacy practices across media, educational and occupational institutions, material and digital spaces, and cultural and geopolitical borders. His work on literacy, language and mobility appears in JAC and the collection Reworking English in Rhetoric and Composition. He is coeditor of the forthcoming collection Economies of Writing: Revaluations in Rhetoric and Composition and assistant editor of The Working Papers Series on Negotiating Differences in Language and Literacy: Practices and Pedagogies.
Brice is currently working on a book project exploring how students from different tracks of English in a “failing” public high school draw upon multiple literacies and linguistic resources to accommodate, resist, and transform conventions of discourse, genre, and discipline in their movements from high school to colleges and full-time jobs.
Thomas Lavelle directs the Center for Modern Languages at the Stockholm School of Economics. He teaches in a range of programs and formats across various levels (bachelor, master, PhD, executive training, staff & faculty development) with the common core of his teaching being Anglophone communication among multilingual interlocutors. This includes courses, workshops and seminar series on business communication, academic writing, creative writing and teaching-and-learning through a lingua franca. Although his research background is in English syntax and linguistic theory, his current interests revolve around questions associated with translingual writing, lingua-franca discourses and academic globalization. Recent papers address faculty dispositions to students’ Anglophone writing in international programs and the interface between pedagogical practice and translingual theory/ideology. He is currently a visiting fellow at the Department of English, Chinese University of Hong Kong, where in addition to pursuing ongoing research he teaches an undergraduate course on research and reporting.
Bruce Horner is Endowed Chair in Rhetoric and Composition at the University of Louisville, where he teaches courses in composition, composition theory and pedagogy, and literacy studies. His teaching and scholarship focus on language difference and its mediation. Recent books include Cross-language Relations in Composition, co-edited with Min-Zhan Lu and Paul Kei Matsuda (2010); Reworking English in Rhetoric and Composition: Global Interrogations, Local Interventions, co-edited with Karen Kopelson (2014); and Rewriting Composition: Terms of Exchange (forthcoming). In 2009, he started the Conference on College Composition and Communication Transnational Composition SIG, which developed sleepily enough for several years but then in 2013 exploded with interest and now shows no signs of falling asleep. He currently serves on the CCCC Globalization Committee.
Vanessa Kraemer Sohan is Assistant Professor of Writing & Rhetoric at Florida International University in Miami. Her research focuses on translingual pedagogy, alternative rhetorics and writing, and material culture. Her work has appeared in College English, Pedagogy, JAC, and in the collection Reworking English in Rhetoric and Composition: Global Interrogations, Local Interventions (SIUP, 2014).
Shakil Rabbi is a PhD candidate in English. His areas of interest include multilingualism and literacy practices, rhetorical negotiations of professional and advanced writing in the disciplines, the place of writing studies in the university, and the rhetoric of public intellectuals. His dissertation, Writing Expertise: Legitimation Literacy Practices of Multilingual Novice Scholars, is an ethnographic study of two multilingual scholars at Pennsylvania State University. It examines how novice scholars negotiate notions of identity, transnational mobility, and the discursive-norms of their respective disciplines through the academic literacy practices that legitimate them as members of their fields.
He has taught classes in rhetoric and composition, writing in the social sciences, distance-learning composition, English literature and education, and worked as an undergraduate and graduate writing tutor at Penn State. He has also worked as a lecturer in English Literature and composition in Bangladesh, and a primary school teacher in Thailand.
Moushumi Biswas is a Doctoral Candidate in Rhetoric and Composition at the University of Texas at El Paso (UTEP). Her research interests include global rhetoric, feminist rhetoric, and all forms of resistance rhetoric, particularly in the context of discourses on neoliberal capitalism. Biswas is an Assistant Instructor at UTEP, teaching First Year Composition and Workplace/Technical Writing. A former journalist who worked for India Today, The Hindustan Times, and The Pioneer newspaper in India, Biswas returned to the academy in 2008 for a second master’s degree in Rhetoric and Professional Communication from New Mexico State University, USA. Her first master’s degree in in English Language and Literature from Jadavpur University, India.
Carrie Byars Kilfoil is an Assistant Professor of English at the University of Indianapolis, where she teaches courses in writing, literature, language, and linguistics to a diverse population of U.S. resident and international undergraduate and graduate students. She received her Ph.D. in Rhetoric and Composition from the University of Louisville in 2014. Her research focuses on language diversity and composition teacher training, the theory and practice of translingual and plurilingual pedagogies in the U.S. and Europe, and the material conditions of composition teaching and research currently and historically. Her work has appeared in JAC, the edited collection Integrating Content and Language in Higher Education: From Theory to Practice, and will appear in an upcoming issue of Rhetoric Review.
Steven Fraiberg is Assistant Professor in the Department of Writing, Rhetoric, and American Cultures at Michigan State University. His research broadly examines the links between literacy, identity, and globalization. Drawing on sociocultural frameworks, there are currently two strands in his research. The first focuses on literacy practices of start-up entrepreneurs in the Israeli high-tech industry. Most recently, he collected data in Israel in the summer of 2015 on the manner in which Israel is branding itself as a “start-up nation” with attention to the connections between social structures and workplace structures. The second strand of his research supported by a CCCC Research Initiative Award (with my colleagues Xioye You and Xiqiao Wang) examines the transcultural literacy practices of Chinese international students at a major Midwestern university. He has published in CCC, Kairos, Technical Communication Quarterly, Israel Studies Review, and Computers and Composition (forthcoming).