List

Schaub, Mark. “Beyond These Shores: An Argument for Internationalizing Composition.” Pedagogy 3 1 (2003): 85-98. Print.

  • S. begins the essay by reminding his readers that, as teachers, we must remain committed to the internationalization of the writing classroom (86).  Specifically, S. claims that “as professionals we should investigate ways to internationalize the discipline of composition by expanding our conception of the field, by making efforts to internationalize our academic conferences, and by developing opportunities for writing-related faculty and student programs overseas.  As writing instructors, moreover, we should investigate the ways to internationalize our composition courses and programs, such as expanding writing assignments to encompass international interests and themes and revising syllabi to reflect a more global perspective” (86).
  • S. isn’t arguing for a colonization of the rest of the world’s writing/English instruction by US composition; rather, he is simply pointing out that as a discipline we don’t really concern ourselves with overseas instructional contexts.  He argues that non-US based compositionists should share their locally developed knowledges/curricula/practices with folks back in the states to increase global dialogue about composition as a discipline (91).  Because of its praise of developing localized strategies for localized purposes, Schaub sees this sharing as a key to developing better, more responsible writing programs at home and abroad.
  • ESL composition is an area where the fields of US composition and TESOL intersect.  This is most visible in the work of folks like Tony Silva, Paul Matsuda.  You can find this work in The Journal of Second Language Writing.
  • To help US composition expand S. recommends the following:
    • acknowledge the hegemony of English:  recognize English as lingua franca and recognize how US composition is complicit in this fact.  This might mean asking, “How might the fact that English dominates, even displaces, native languages in the US and around the world inform our classroom practices?” (92)
    • become better acquainted with overseas research and perspectives:  seek out alternative research forums (journals), method/ologies, and theories in order to broaden the scope of US composition.
    • make conferences in the US more inviting to folks from overseas:  Stop compartmentalizing ESL/TESOL at CCCC and stop scheduling CCCC during the TESOL conferences.  Provide financial assistance to overseas participants and assist with providing scholars from abroad access to programs, articles, etc. they might find important for conference participation/preparation.
  • S. recommends implementing reading assignments from/about non-US cultures and creating writing assignments that respond to international issues as a means to push students toward understanding international audiences/topics.  S. recommends:
    • widen the scope of our textbooks and assignments
    • investigate contrastive rhetoric
    • develop an exchange with an overseas class to see how writing operates in other contexts internationally.

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