A new study by the World Wildlife Fund suggests that when languages die, ecosystems do as well. Supporting linguistic diversity challenges the colonial imperialism of Western romance languages in the Americas, English chief among them. As co-editors of Research in the Teaching of English, Mary Juzwik and I have been thinking quite a bit about the ways in which we might pluralize access to the journal's English-only content.

With the tremendous efforts of assistant editor, Maria Novotny, and several translators, the editorial team is pleased to announce that volume year 49 marks the beginning of RTE publishing the abstracts of each article in Arabic, French, German, Hindi, Korean, Mandarin, Russian, and Spanish. Many thanks to the translators, without whom this would not be possible.

• Mandarin    Sonja Wang
• Spanish     Gerardo Aponte
• French    Kareanna Creps; Christine Donohue
• Arabic     Najwan Saada
• German    Wendy Wilson
• Hindi    Shreelina Ghosh
• Korean    Yun Choi; Jihea Kang
• Russian    Albina Khabibulina

And click on the image below to check out our latest issue featuring cosmopolitanism in language and literacy studies.

One theme of the 2014 Writing Research across Borders conference in Paris, France concerned research that promotes social equity, an  especially important topic in a time when teachers around the world are seeing demographic shifts in their classrooms and communities. Here are a few trends in writing research that hold promise for addressing questions of equity.

Methodological Innovations Writing research continues to develop more robust ways of approaching language learning. Promising trends include cognitive ethnography, ethnolinguistic studies, mapping, neuroscience research, and cross cultural genre studies. These approaches might offer the scale and depth needed to understand language learning in diverse communities and across multiple languages.

International Research Teams Increasingly, humanities, engineering and sciences, and education scholars are working together to develop large-scale projects. Their research questions are tending to address cross cultural understandings and approaches to questions of the transfer of writing skills and strategies, genre studies particularly across disciplines, the materiality of literacy, and assessment.

Ecologies and Materialities of Writing This longstanding area of research pays attention to the interconnected, networked, collaborative, material, infrastructural, systemic ways in which writing unfolds or is hindered in workplaces and communities. A new dimension to this research, ethnolinguistic studies of writing codes in contact, traces the imperialistic introduction of new writing technologies in cultures and communities.

Professional Development for Teachers in all levels and educational settings remains an important development in writing research. Along this line, look for didactic learning and teaching methods, competency based approaches to teacher education, as well as mentoring and professional development initiatives for faculty.

Global writing networks, digital contact zones, connectivity, citizenship, social networking, and activism all remain important areas of theorizing and research. While not a new area, look for interesting pedagogical innovations between teachers and researchers uniting classrooms across the globe to enhance learning of all students through project based assignments.

Trans (insert noun here)  Cultures. Languages. Disciplines. Nations. All of these areas were represented by several presentations from scholars around the globe. The results of these studies show how learners develop metalinguistic awareness as they develop abilities to transfer skills and strategies; they show how literacies travel and accrue across life spans; and they reveal deeper understanding of the translating process as it unfolds in learners' texts. This important trend in writing research promises better understandings of circulations of power in literacies and language learning.

Interested in learning more? Browse the convention program here.

One way ᏍᏏᏉᏯ /Sequoyah/ went about convincing Cherokees to adopt the syllabary was to write letters to friends who had removed to the Arkansas territory in the mid 1820's. When his friends replied to him using the syllabary, all doubts about its usefulness were laid to rest. Cherokees, without mass education and print, became fluent in reading and writing using the 86-character syllabary within three years. Sequoyah's invention provided an immediate and lasting decolonial alternative to the imperialist imperative of alphabetic writing — the more Cherokee writing traveled across distances, the more value it accrued, and the more it secured a lasting legacy of Cherokee story, history, and language.

Traveling, translanguaging, migrating, organically growing and restoring— these longstanding and ongoing movements of language and literacy and the circulations of value that accrue (or do not accrue) from these movements reveal the global forces still shaping languages and literacies in people’s lives and communities. The outstanding articles in this, the inaugural issue of Mary Juzwik's and my editorship of Research in the Teaching of English, collectively testify to readers’ and writers’ ongoing struggles to achieve, make meaning, rewrite histories, and realize hope in everyday acts of linguistic perseverance.

Click here to read more from the introduction to this issue.

Click here to receive a complimentary copy of Vicki Purcell Gates's article.

Many thanks to the tremendous authors, reviewers, the RTE team, and the NCTE team for all you've done to make this first issue possible.