DEVELOPING WRITING- INTENSIVE COURSES FOR A GLOBALIZED CURRICULUM THROUGH WAC-TESOL COLLABORATIONS

This chapter makes the argument that WAC and TESOL should work together to create new curricular spaces for enacting an institution’s commitment to diversity, inclusion, and global perspectives. Though internationalization is often touted as an institutional goal, universi-ties tend to overlook the potential contributions of students—particu-larly second language writers—toward this goal. TESOL faculty are similarly excluded from conversations about how to cultivate global competence across the curriculum. The authors make the case for writing-intensive, globally-oriented courses that are developed through coordination between WAC and TESOL programs. The first section provides a framework for internationalization, articulating its rela-tionship to diversity and inclusion. The second section describes the persistent disciplinary segregation between WAC and TESOL and ex-plains why their collaboration provides a viable means of contributing to an inclusive and globally-relevant curriculum. The third sectio