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Preface xi consider what linguistic, rhetorical, and cultural values we should teach our students in transnational contexts. These are considered in the context of new evolutions in world dynamics that have highlighted growing interconnectedness and globalization. The chapter raises questions about the relationship between what we see in writing research and what we teach about writing in multilingual contexts, as well as between academic expectations versus professional ones for language use and writing. Five models for language and writing in this transnational context are presented and compared: translingualism, metrolingualism, plurilinguisme, cosmopolitanism, and heteroglossia. Finally, implications for research and for teaching grounded in these models are considered. In Chapter 3, Suresh Canagarajah suggests that in the context of globalization, all writers occupy a space that is liminal—ie, between …