Reworking English in Rhetoric and Composition: Global Interrogations, Local Interventions

INDEX

251 INDEX Page numbers in italics denote the figure and tables. Aaron, Jane E., 60–61 academia, monolingualist research culture of, 32 academic English, writing, and genres, 151–53 academic knowledge market, monolingualism in, 122 academic writing conventions, 140 accented English, 16–17, 188 action theory, 22–23 additive multilingualism, 116, 126, 132 ADOHP. See Arkansas Delta Oral History Project (ADOHP) Adventure of English, The (Bragg), 134–35 African Americans, 91, 95, 106–7 agency, 25–26, 159, 188–89, 215–16 American Sign Language (ASL), 139 American University of Beirut (AUB), 157–62 analytic vs. dialectic reasoning, 71 Anglo-American hegemony, dominance of, 131 animal language vs. human language, 13–14 Anzaldúa, Gloria, 106, 195–96, 212 Arabic, 119, 158 Arabic-French-English trilingualism, in Lebanon, 120 argumentation, 70–74, 158 Arkansas delta, 168–71, 178 Arkansas Delta Oral History Project (ADOHP): articulation between U of A and delta high school students, 174; development of, 170–71; final project topics, 173; genesis, context, and logistics of, 168–73; mentoring in, 176–77; pedagogical aspects, 167–68; as reclamation project, 175; U of A students’ participation in, 171–72, 174; workshops, activities, and events, 172–73 ASL (American Sign Language), 139 AUB (American University of Beirut), 157–62 audience, imagined, 39 Ayash, Nancy Bou, 92–93 Baca, Damián, 98–99 Baron, Dennis, 53, 138–39 basilectal-acrolectal language continuum , 112 Beacon Handbook (Perrin), 59–60 BEV (Black English Vernacular), 105 Bhabha, Homi K., 66, 73 “bi,” epistemology of the, 57–58 bilingual speakers, 34, 37–38 Birkenstein, Cathy, 144 Black English Vernacular (BEV), 105 252 Index Bragg, Melvin, 134–35 Burke, Kenneth, 13–14 Butler, Judith, 210–11 Caddo Confederacy, 99–100 Calvet, Louis-Jean, 15–18, 19, 24–25 “can able to” story, 161 Canagarajah, Suresh: on code-meshing , 103, 105, 107; lack of codemeshing in scholarly texts by, 134; on languages in individual’s repertoire as part of continuum, 112; on localized rhetoric in Sivatamby’s articles, 20–21; on multilingual strategies, 26; on multilingual writers, 187–88; on orienting to linguistic and cultural differences in writing, 180; on pedagogical strategies for multilingual students, 161; “The Place of World Englishes in Composition,” 163; on pluralistic practices employed by students, 204–5n2; on prevalent language myth, 53; on Smitherman’s work, 157; term “plurilingual” proposed by, 41 “Carrothers College” story, 32–35 Castillo, Manuel, 16–17 center English (U.S. and U.K. English ), 180, 189 China: argumentation practices, traditional, 71–72; capitalist globalization in, 87; Confucian ideology, in, 82; Confucian ideology , reconstituted, 79, 85–86; Cultural Revolution and rhetoric of cultural nationalism, 79; debut of Western individualism ideology , 80; English argumentation class in, 72–73; English in, 217–18; “final” form of culture, 69; new discursive alignments in, 81–82; “Putting People First” principle, 84–86, 88; reasoning mode in, 71; rhetoric of cultural nationalism in, 86–87; tension between English use and promotion of mother tongue, 77–78; types of dialects in, 69. See also rhetoric of cultural nationalism China English (Chinglish), 77, 87, 88n1 Chinese Marxism, 80 Chinese postcolonialism, 80 chronotopic laminations, writing as, 152–53 classrooms. See composition classrooms code-meshing: code-switching vs., 107, 133–34; cognitive fluency and, 108; components of, in placement essay, 32–33; defining, 203; by Hispanic student, 163; implications of, for denigrated language varieties, 107–14; legitimizing previously denigrated languages, 110; as pedagogical strategy, 103– 4, 111–12, 115; potential value of, 104–7; resistance to, 139; unrecognized “natural,” in monocodal discourses, 115; unrecognized “natural” vs. explicit/deliberate, 108–9; in writing of undergraduate student writers, 192 code-mixing, 77 code-switching/shifting, 62–63, 103–4, 109–11, 113–14, 192 cognitive fluency, code-meshing and, 106, 108 cognizing a culture, 69 Colomb, Gregory G., 144 Common English, 134–36, 144, 148–49 complexity theory, 16, 22–23 composition classrooms: customized curriculum and individual writing instruction, 46; engaging multiple Englishes in, 45–46; globalization impact on, 91; lack Index 253 of local texts in, 97–99; leveraging multicompetent experience in, 43–46; local rhetorics absent from, 97–98; multilingualfriendly , 41–46; multilinguality in, 41; negotiating language boundaries and differences in, 107, 115; plurilinguistic, 42; reimagining as translingual space, 117; transcultural rhetorics in, 96; writing centers’ advantages over, 156 composition courses, cross-cultural, 135–39 composition pedagogy, 35, 39–42, 44, 127. See also pedagogy and pedagogies composition scholarship, 60–63 Confucian ideology, reconstituted, 79...