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.
Ligia A. Mihut is an assistant professor of English at Barry University where she teaches first-year composition, techniques of research, and professional writing courses. Her areas of research include immigrant literacies/ rhetorics, linguistic justice, and transnationalism. Drawing on two years of ethnographic research, Mihut is currently working on a book manuscript, Immigrants, Brokers, and Literacy as Affinity exploring literacy’s entanglement in networks of economic and political frames. As the recipient of the 2015-2016 CCCC Research Initiative Award (with Alvarez, Khadka, and Sharma), she is also involved in a comparative study of writing practices in four different countries, Romania, Nepal, India, and Colombia. Her work has been published in Literacy in Composition Studies, Reflections, and a few edited collections.
Sara P. Alvarez is Assistant Professor of English at Queens College, City University of New York (CUNY) and 2018-2020 Cultivating New Voices Fellow at the National Council of Teachers of English (NCTE). Sara’s qualitative research focuses on the multilingual and academic writing practices of self-outed U.S. undocumented young adults. Her past research ethnographically examined the multilingual social media literacy practices among second-generation Latina/o/e youth and their transnational families in Kentucky. Her publications have appeared in the journals Equity and Excellence in Education, World Englishes, Journal of Adolescent & Adult Literacy, among others.
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).
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. Recent publications include co-editing, with Jonathan Hall, a special issue of Across the Disciplines on “Rewriting Disciplines, Rewriting Boundaries: Transdisciplinary, Translingual, and Transnational Challenges for WAC/WID,” the essay “Mobility and Academic Literacies: An Epistolary Conversation,” London Review of Education 15.1 (2017): 2-20, co-authored with Jan Blommaert, and “Defining Translinguality,” co-authored with Sara Alvarez, in Literacy in Composition Studies 7.2 (2019): 1-30.
Santosh Khadka is an Associate Professor of English at the California State University, Northridge. His research areas include multimodal composition, digital writing, and transnational rhetoric. He has authored a monograph, Multiliteracies, Emerging Media, and College Writing Instruction (Routledge, 2019), scores of journal articles, and co-edited two volumes on multimodality: Bridging the Multimodal Gap: From Theory to Practice (Utah State UP, 2019), and Designing and Implementing Multimodal Curricula and Programs (Routledge, 2018). His third co-edited volume, Narratives of Marginalized Identities in Higher Education: Inside and Outside the Academy (Routledge, 2018) sheds light on how marginalized identities fundamentally shape and impact the academic experience of many faculty members (and students). He is currently working on his second monograph and co-editing a special issue of a journal and two new books.
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.
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.
Vanessa Kraemer Sohan is Associate Professor of English in the Writing & Rhetoric program at Florida International University, where she also serves as Associate Director of the graduate program. Her research and teaching focus on translingual and transmodal approaches to literacy practice, feminist historiography, “alternative” writing and rhetorics, and material and cultural rhetorics (particularly quilts and quiltmaking). Dr. Sohan received her PhD and MA in Rhetoric & Composition from the University of Louisville, and her BS in Culture and Politics from Georgetown University’s School of Foreign Service. Her book, Lives, Letters, and Quilts: Women and Everyday Rhetorics of Resistance (University of Alabama Press, 2020) provides case studies of how women writers, activists and artists without power resist dominant social, cultural and political structures through the deployment of unconventional means and materials. Her scholarship has also appeared in College English, Pedagogy, JAC, Journal of College Literacy and Learning, and Reworking English in Rhetoric and Composition: Global Interrogations, Local Interventions (SIUP, 2014).
Shyam Sharma is Associate Professor and Graduate Program Director in the Program in Writing and Rhetoric at the State University of New York in Stony Brook. His scholarship and teaching focus on writing in the disciplines, professional communication, cross-cultural rhetoric, international students and education, and issues about language and language policy. His works have appeared in a variety of venues, including College Composition and Communication, JAC, Across the Disciplines, Composition Studies, NCTE, Series in Writing and Rhetoric, Hybrid Pedagogy, Kairos, Professional and Academic English (IELTS SIG), and Routledge.
Xiaoye You is Yunshan Chair Professor at Guangdong University of Foreign Studies, China and associate professor of English and Asian Studies at Pennsylvania State University, USA. He teaches courses in rhetoric and writing. He is interested in comparative rhetoric, translingual writing, and world Englishes. He examined the bilingual and cross-cultural history of English composition in Chinese schools over the last one and half centuries in his book, Writing in the Devil’s Tongue: A History of English Composition in China, which won the 2011 Conference on College Composition and Communication (CCCC) Outstanding Book Award. His forthcoming book, Cosmopolitan English and Transliteracy, presents both community-based and classroom-based case studies, which he builds upon to propose a pedagogical approach to cosmopolitan language practice and a model for training writing teachers.
Allison Dziuba is a PhD candidate in English at the University of California, Irvine. Her research interests include feminist rhetorical studies, student activism, and affect criticism. Her dissertation project examines how college students create feelings of belonging—within their campus environments and in relation to transnational movements—through their extracurricular literacy activities.