Special Issue: Internationalizing the WAC/WID Curriculum

  • Writing Program, international, writing in the disciplines, student writing, Teaching strategies, Discourse Studies

Published April 14, 2018

Guest editors: Stefanie Frigo and Collie Fulford, North Carolina Central University

One of the great challenges in charting the development of internationalization within WAC and WID is the fact that multiple definitions of the term "internationalizing" or "internationalization" exist. In a general sense, "internationalizing" classes, curricula, or institutions often seems designed to make students better able to communicate and compete in a globalized world, but the multiple prior and co-existent definitions that are in circulation in current WAC/WID scholarship have somewhat muddied the waters of practical application. In this special issue of Across the Disciplines (ATD), we hope to continue this work, examining the ways in which internationalization is defined within the field, and developing pedagogical and curricular applications further.


Introducing Bringing the Outside In: Internationalizing the WAC/WID Classroom
Stefanie Frigo and Collie Fulford, North Carolina Central University
DOI: 10.37514/ATD-J.2018.15.1.01

"Growing Pains and Course Correction: Internationalizing a Writing Program
Emily Feuerherm and Jacob Blumner, University of Michigan-Flint
DOI: 10.37514/ATD-J.2018.15.1.02

Internationalizing Writing in the STEM Disciplines
Ghanashyam Sharma, Stony Brook University
DOI: 10.37514/ATD-J.2018.15.1.03

Encountering Internationalization in the Writing Classroom: Resistant Teaching and Learning Strategies
Yasmine Romero, University of Hawai’i, West O’ahu, and Ann Shivers-McNair, University of Arizona
DOI: 10.37514/ATD-J.2018.15.1.04

Can I Say ‘I’ in My Paper?: Teaching Metadiscourse to Develop International Writers’ Authority and Disciplinary Expertise
Jane Fife, Western Kentucky University
DOI: 10.37514/ATD-J.2018.15.1.05