Drawing from my experiences as a Haitian Church of God (HCG) member, this article explores multilingual linguistic acquisition practices that support literacy development among church members (of multiple generations) of the Haitian diaspora. I examine how languaging and translanguaging shape identity, expression, and resistance across generations in the HCG. By sharing five moments of multilingual linguistic acquisition, I show how academic pedagogical theories inherently unfold in HCG settings, revealing the church as a preexisting informal literacy space. This work recognizes HCGs as sites of linguistic resistance, where heritage languages are preserved, adapted, and passed down.

Scottish Gaelic, an endangered language, has attracted small pockets of learners in the U.S. This essay explores the complicated, contradictory, and affective reasons Scottish Gaelic learners in the US take up their learning practices, examining the love stories at the heart of learner’s accounts of learning activity. The author argues that cultural and community-based love stories have much to teach community literacy scholars as they help us to understand the deeply emotional bonds language learners build within the linguistic communities they seek to join. These stories traffic in the concept of the “New Gael” (Dunmore, 2025) a product of Gaelic diaspora, a figure that provides a road map for countering the effects of historical erasures in the U.S. as it foregrounds the post-vernacular and translingual realities of Indigenous language revitalization within global movements for cultural and linguistic sovereignty.

This article introduces and explores a cultural rhetorics project created by Clara Lechowski, a then-senior English Education major, with guidance from Alexander Slotkin, an Assistant Professor of Rhetoric and Composition. Clara’s honors project—a zine-style cookbook—blends storytelling, family history, and culinary tradition, code-meshing Polish and English to reflect the author’s Polish American identity. We situate Clara’s work within the pedagogical framework of the course in which it originated and present her zine as a model for culturally responsive writing practices. Her zine not only showcases recipes from her community but also serves as a rhetorical space where cultural identity, memory, and writing intersect. By sharing this work, we invite educators and students to see writing as a means of honoring and engaging with their own home communities.

The paper, titled “Wikis as Third Space for Diversifying Access for Technical Communication,” introspects the process of building a wiki site that represents the translanguaging practice of the author who is a translingual—uses Bangla and English simultaneously. In response to recent calls for a social justice approach for the field of technical communication, it details the site’s translanguaging features—as such discussions are few and far between in the field. Seamless movement between languages as displayed in the wiki site demonstrates the everyday reality of translingual people. The wiki site’s different pages document a smart Bluetooth speaker that introduces the product and details the setup process. The site also features a users’ lounge page where new and old users of the device can share their experiences and thoughts. For the visual aspects of this translingual wiki site, the author argues to also manifest its transcultural aspect as it serves a reminder of the fact that languaging practices influence cultural thinking. The resulting combination, the author explains, morphs a person holistically, instilling a metalinguistic awareness in them. In conclusion, the paper demonstrates the dynamic and transformative nature of languaging and argues these conversations regarding diverse language practices and their powerful effects and meanings should take place in technical communication more often especially since it aligns with its urge to turn to social justice approach.

This essay presents the trajectory of a syllabus statement on linguistic and cultural pluralism and its role in the articulation and revision of a pedagogical approach that foregrounds students’ linguistic diversity and partnerships with local communities. In recounting the steps and stakeholders involved in crafting the statement, the author argues that this statement functions as an activist text. The author also contends that the field of composition studies should take on an activist agenda when it comes to language rights. Composition studies needs to go beyond merely accepting language pluralism to actively engaging and dismantling oppressive discourses and normative practices. By establishing explicit values and ideologies, the linguistic and cultural pluralism statement has the potential to promote and foster a culture of cross-cultural and global perspectives in the classroom through students’ ties to local communities.

Review of Other People’s English: Code-Meshing, Code-Switching, and African-American Literacy by Vershawn Ashanti Young, Rusty Barrett, Y’Shanda Young-Rivera, and Kim Brian Lovejoy.

Review of Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies (2017a) and Community Literacies en Confianza: Learning from Bilingual After-School Programs (2017b) by Steven Alvarez.

Review of Code-Meshing as World English: Pedagogy, Policy, Performance by editors Vershawn Ashanti and Aja Martinez.

This article argues that traditional models of WAC too narrowly privilege academic discourse over other discourses and communities shaping the worlds in which our students live and work. Writing Across Communities represents a shift in paradigm informed by Ecocomposition, New Literacy Studies, and Sociolinguistics. A Writing Across Communities approach to writing program reform foregrounds dimensions of ethnolinguistic diversity and civic engagement in contrast to other models or WAC currently institutionalized across the nation. Writing Across Communities, as a resistance discourse, calls for transdisciplinary dialogue that demystifies the ways we make and use knowledge across communities of practice.