Skip to main content

Carrie Kilfoil

Followers

24

Following

53

Co-authors

2

Public Views

I am a lecturer teaching first-year writing courses. My research focuses on language diversity in writing programs and composition teacher training.
Address: Los Angeles, CA

less

Suzanne Blum Malley

Methodist University

Virginia Tech

University of Louisville

Northeastern University

Stockholm School of Economics

Arizona State University

William Lalicker

West Chester University of PA

Rachael Shapiro

Rowan University

Interests

Uploads

Papers by Carrie Kilfoil

The Postmonolingual Condition and the Rhetoric and Composition PhD: Norming Language Difference in a Doctoral Program

Utah State University Press eBooks, Apr 15, 2023

Translingual and transnational scholarship have marked a conceptual, epistemological, and ideolog... more Translingual and transnational scholarship have marked a conceptual, epistemological, and ideological milestone in composition studies. By challenging dominant monolingualist approaches to teaching and research, this scholarship has worked to dismantle a disciplinary parochialism that restricts composition's focus to one language (English) and one nation (United States), imagined in static, homogenized, commodified, and mutually dependent terms. Translingual composition theory surfaces the linguistic heterogeneity of all written communication, even that which appears to take place in one language (as conventionally defined), and promotes writers' adeptness working across languages, dialects, genres, and discourses to make meaning in globallocal contexts. Transnational composition theory highlights and encourages uptake from these contexts by promoting a view of writing and reading as dynamic material social practices that move across nationstate borders and the current and historical consolidations of capital and resources these borders mark. Further, transnational composition inquiry develops cross-border connections and sustained exchanges of ideas and resources, which introduce alternative ways of understandings and responding to-in teaching, research, and administration-these socially constructed literacy practices as constantly entangled in complex webs of ideologies and power structures. Translingualism and transnationalism are related concepts often conflated in composition's discourse. This conflation reflects a more general conflation of language and nation advanced by a monolinguist ideology. Monolingualism, Suresh Canagarajah (2013) explains, is based on an "equivalence of language, community, and place," such that each language is "stamped with the essence of the particular community it is associated with" and "the language [is] capable of naturally expressing only the values and thoughts belonging to that community"

The Linguistic Memory of Composition and the Rhetoric and Composition PhD: Forgetting (and Remembering) Language and Language Difference in Doctoral Curricula

Composition Studies, 2017

This article analyzes the decline of linguistics in rhetoric and composition PhD programs in term... more This article analyzes the decline of linguistics in rhetoric and composition PhD programs in terms of the &quot; linguistic memory &quot; (Trimbur) of composition. Since the field of linguistics once offered the primary means for composition to address the structural, psychological, sociohistorical, and cultural dimensions of language in student writing, the loss of linguistics courses and requirements in graduate curricula can be interpreted as a &quot; forgetting &quot; that language issues are, and always have been, central to writing teaching and research in linguistically diverse institutions. To help composition remember its commitments to language in light of the multiple languages and language varieties spoken and written in U.S. universities, as well as in the increasingly global contexts of writing pedagogy and scholarship, this article suggests that graduate programs reincorporate insights from linguistics and take other steps to foreground matters of language and language difference in their curricula.

Beyond the “Foreign” Language Requirement: From a Monolingual to a Translingual Ideology in Rhetoric and Composition Graduate Education

Rhetoric Review, 2015

This article links language requirements in rhetoric and composition graduate programs to a domin... more This article links language requirements in rhetoric and composition graduate programs to a dominant monolingualist ideology in composition studies. It argues that future faculty can be best prepared to conduct disciplinary work in the context of linguistic heterogeneity through a variety of collaborative pedagogical practices that reflect and advance a “translingual” language ideology.

The language politics of doctoral studies in rhetoric and composition : toward a translingual revision of graduate education in the field

for their time, patience, and valuable insight in helping me to shape this project. I would also ... more for their time, patience, and valuable insight in helping me to shape this project. I would also like to thank my fellow Rhetoric and Composition Ph.D. students at the University of Louisville for motivating me to take on this topic and serving as a constant reminder of its importance. Thanks particularly to those who completed the survey I document in Chapter 4 and to the members of the "reading-writing group" who provided me with helpful feedback on my prospectus and first chapter. Thanks you to

Introduction: Translingual and Transnational Graduate Education in Rhetoric and Composition

Utah State University Press eBooks, Apr 15, 2023

Global Englishes and Language Difference

The Postmonolingual Condition and Rhetoric and Composition Ph.D.: Norming Language Difference in a Doctoral Program

This article presents data from a 2013 survey of students enrolled in a longstanding rhetoric and... more This article presents data from a 2013 survey of students enrolled in a longstanding rhetoric and composition Ph.D. program at the University of Louisville (U of L), a mid-sized public institution in the American South. The survey collected data regarding graduate students’ perceptions of language diversity in the context of their professional development as composition teacher-scholars. It interprets the data in relationship to what Yasemin Yildiz has described as the “postmonolingual condition” of 21st century Western social life: a field of tension between monolingualist ideology and increasingly visible multilingual practices. Drawing from student recommendations, it suggests ways this program, and others like it, can leverage students’ positive perceptions of and attitudes toward multilingualism to norm language differences in its mainstream rhetoric and composition graduate curriculum. In “Reproducing Composition and Rhetoric: The Intellectual Challenge of Doctoral Education,”...

The Postmonolingual Condition and Rhetoric and Composition Ph.D.: Norming Language Difference in a Doctoral Program

Composition Forum, 2018

This article presents data from a 2013 survey of students enrolled in a longstanding rhetoric and... more This article presents data from a 2013 survey of students enrolled in a longstanding rhetoric and composition Ph.D. program at the University of Louisville (U of L), a mid-sized public institution in the American South. The survey collected data regarding graduate students’ perceptions of language diversity in the context of their professional development as composition teacher-scholars. It interprets the data in relationship to what Yasemin Yildiz has described as the “postmonolingual condition” of 21st century Western social life: a field of tension between monolingualist ideology and increasingly visible multilingual practices. Drawing from student recommendations, it suggests ways this program, and others like it, can leverage students’ positive perceptions of and attitudes toward multilingualism to norm language differences in its mainstream rhetoric and composition graduate curriculum.

The Linguistic Memory of Composition and the Rhetoric and Composition PhD: Forgetting (and Remembering) Language and Language Difference in Doctoral Curricula

This article analyzes the decline of linguistics in rhetoric and composition PhD programs in term... more This article analyzes the decline of linguistics in rhetoric and composition PhD programs in terms of the " linguistic memory " (Trimbur) of composition. Since the field of linguistics once offered the primary means for composition to address the structural, psychological, sociohistorical, and cultural dimensions of language in student writing, the loss of linguistics courses and requirements in graduate curricula can be interpreted as a " forgetting " that language issues are, and always have been, central to writing teaching and research in linguistically diverse institutions. To help composition remember its commitments to language in light of the multiple languages and language varieties spoken and written in U.S. universities, as well as in the increasingly global contexts of writing pedagogy and scholarship, this article suggests that graduate programs reincorporate insights from linguistics and take other steps to foreground matters of language and language difference in their curricula.

Beyond the " Foreign " Language Requirement: From a Monolingual to a Translingual Ideology in Rhetoric and Composition Graduate Education

This article links language requirements in rhetoric and composition graduate programs to a domin... more This article links language requirements in rhetoric and composition graduate programs to a dominant monolingualist ideology in composition studies. It argues that future faculty can be best prepared to conduct disciplinary work in the context of linguistic heterogeneity through a variety of collaborative pedagogical practices that reflect and advance a “translingual” language ideology.

Beyond "English Only" in U.S. Writing Instruction

The Nature and Value of Work in Rhetoric and Composition

JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, a... more JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected].

Global Englishes and Language Difference

by Carrie Kilfoil, Bruce Horner, and Samantha Necamp

Global Englishes and Language Difference (WPA-CompPile Research Bibliographies, No. 17) October 2... more

The Postmonolingual Condition and the Rhetoric and Composition PhD: Norming Language Difference in a Doctoral Program

Utah State University Press eBooks, Apr 15, 2023

Translingual and transnational scholarship have marked a conceptual, epistemological, and ideolog... more Translingual and transnational scholarship have marked a conceptual, epistemological, and ideological milestone in composition studies. By challenging dominant monolingualist approaches to teaching and research, this scholarship has worked to dismantle a disciplinary parochialism that restricts composition's focus to one language (English) and one nation (United States), imagined in static, homogenized, commodified, and mutually dependent terms. Translingual composition theory surfaces the linguistic heterogeneity of all written communication, even that which appears to take place in one language (as conventionally defined), and promotes writers' adeptness working across languages, dialects, genres, and discourses to make meaning in globallocal contexts. Transnational composition theory highlights and encourages uptake from these contexts by promoting a view of writing and reading as dynamic material social practices that move across nationstate borders and the current and historical consolidations of capital and resources these borders mark. Further, transnational composition inquiry develops cross-border connections and sustained exchanges of ideas and resources, which introduce alternative ways of understandings and responding to-in teaching, research, and administration-these socially constructed literacy practices as constantly entangled in complex webs of ideologies and power structures. Translingualism and transnationalism are related concepts often conflated in composition's discourse. This conflation reflects a more general conflation of language and nation advanced by a monolinguist ideology. Monolingualism, Suresh Canagarajah (2013) explains, is based on an "equivalence of language, community, and place," such that each language is "stamped with the essence of the particular community it is associated with" and "the language [is] capable of naturally expressing only the values and thoughts belonging to that community"

The Linguistic Memory of Composition and the Rhetoric and Composition PhD: Forgetting (and Remembering) Language and Language Difference in Doctoral Curricula

Composition Studies, 2017

This article analyzes the decline of linguistics in rhetoric and composition PhD programs in term... more This article analyzes the decline of linguistics in rhetoric and composition PhD programs in terms of the &quot; linguistic memory &quot; (Trimbur) of composition. Since the field of linguistics once offered the primary means for composition to address the structural, psychological, sociohistorical, and cultural dimensions of language in student writing, the loss of linguistics courses and requirements in graduate curricula can be interpreted as a &quot; forgetting &quot; that language issues are, and always have been, central to writing teaching and research in linguistically diverse institutions. To help composition remember its commitments to language in light of the multiple languages and language varieties spoken and written in U.S. universities, as well as in the increasingly global contexts of writing pedagogy and scholarship, this article suggests that graduate programs reincorporate insights from linguistics and take other steps to foreground matters of language and language difference in their curricula.

Beyond the “Foreign” Language Requirement: From a Monolingual to a Translingual Ideology in Rhetoric and Composition Graduate Education

Rhetoric Review, 2015

This article links language requirements in rhetoric and composition graduate programs to a domin... more This article links language requirements in rhetoric and composition graduate programs to a dominant monolingualist ideology in composition studies. It argues that future faculty can be best prepared to conduct disciplinary work in the context of linguistic heterogeneity through a variety of collaborative pedagogical practices that reflect and advance a “translingual” language ideology.

The language politics of doctoral studies in rhetoric and composition : toward a translingual revision of graduate education in the field

for their time, patience, and valuable insight in helping me to shape this project. I would also ... more for their time, patience, and valuable insight in helping me to shape this project. I would also like to thank my fellow Rhetoric and Composition Ph.D. students at the University of Louisville for motivating me to take on this topic and serving as a constant reminder of its importance. Thanks particularly to those who completed the survey I document in Chapter 4 and to the members of the "reading-writing group" who provided me with helpful feedback on my prospectus and first chapter. Thanks you to

Introduction: Translingual and Transnational Graduate Education in Rhetoric and Composition

Utah State University Press eBooks, Apr 15, 2023

Global Englishes and Language Difference

The Postmonolingual Condition and Rhetoric and Composition Ph.D.: Norming Language Difference in a Doctoral Program

This article presents data from a 2013 survey of students enrolled in a longstanding rhetoric and... more This article presents data from a 2013 survey of students enrolled in a longstanding rhetoric and composition Ph.D. program at the University of Louisville (U of L), a mid-sized public institution in the American South. The survey collected data regarding graduate students’ perceptions of language diversity in the context of their professional development as composition teacher-scholars. It interprets the data in relationship to what Yasemin Yildiz has described as the “postmonolingual condition” of 21st century Western social life: a field of tension between monolingualist ideology and increasingly visible multilingual practices. Drawing from student recommendations, it suggests ways this program, and others like it, can leverage students’ positive perceptions of and attitudes toward multilingualism to norm language differences in its mainstream rhetoric and composition graduate curriculum. In “Reproducing Composition and Rhetoric: The Intellectual Challenge of Doctoral Education,”...

The Postmonolingual Condition and Rhetoric and Composition Ph.D.: Norming Language Difference in a Doctoral Program

Composition Forum, 2018

This article presents data from a 2013 survey of students enrolled in a longstanding rhetoric and... more This article presents data from a 2013 survey of students enrolled in a longstanding rhetoric and composition Ph.D. program at the University of Louisville (U of L), a mid-sized public institution in the American South. The survey collected data regarding graduate students’ perceptions of language diversity in the context of their professional development as composition teacher-scholars. It interprets the data in relationship to what Yasemin Yildiz has described as the “postmonolingual condition” of 21st century Western social life: a field of tension between monolingualist ideology and increasingly visible multilingual practices. Drawing from student recommendations, it suggests ways this program, and others like it, can leverage students’ positive perceptions of and attitudes toward multilingualism to norm language differences in its mainstream rhetoric and composition graduate curriculum.

The Linguistic Memory of Composition and the Rhetoric and Composition PhD: Forgetting (and Remembering) Language and Language Difference in Doctoral Curricula

This article analyzes the decline of linguistics in rhetoric and composition PhD programs in term... more This article analyzes the decline of linguistics in rhetoric and composition PhD programs in terms of the " linguistic memory " (Trimbur) of composition. Since the field of linguistics once offered the primary means for composition to address the structural, psychological, sociohistorical, and cultural dimensions of language in student writing, the loss of linguistics courses and requirements in graduate curricula can be interpreted as a " forgetting " that language issues are, and always have been, central to writing teaching and research in linguistically diverse institutions. To help composition remember its commitments to language in light of the multiple languages and language varieties spoken and written in U.S. universities, as well as in the increasingly global contexts of writing pedagogy and scholarship, this article suggests that graduate programs reincorporate insights from linguistics and take other steps to foreground matters of language and language difference in their curricula.

Beyond the " Foreign " Language Requirement: From a Monolingual to a Translingual Ideology in Rhetoric and Composition Graduate Education

This article links language requirements in rhetoric and composition graduate programs to a domin... more This article links language requirements in rhetoric and composition graduate programs to a dominant monolingualist ideology in composition studies. It argues that future faculty can be best prepared to conduct disciplinary work in the context of linguistic heterogeneity through a variety of collaborative pedagogical practices that reflect and advance a “translingual” language ideology.

Beyond "English Only" in U.S. Writing Instruction

The Nature and Value of Work in Rhetoric and Composition

JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, a... more JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected].

Global Englishes and Language Difference

by Carrie Kilfoil, Bruce Horner, and Samantha Necamp

Global Englishes and Language Difference (WPA-CompPile Research Bibliographies, No. 17) October 2... more