English studies must confront and develop strategies to account for scholars’ and students’ unfamiliarity with geography and its precepts, or “immappancy.” This article explores the problems presented by immappancy, traces its consequences for scholarly rhetoric, and proposes two pedagogical models that can help us develop our students’ geographical knowledge.

Against the limitations English monolingualism imposes on composition scholarship, as evident in journal submission requirements, frequency of references to non-English medium writing, bibliographical resources, and our own past work, we argue for adopting a translingual approach to languages, disciplines, localities, and research traditions in our scholarship, and propose ways individuals, journals, conferences, and graduate programs might advance composition scholarship toward a translingual norm.