Transliteracy for a cosmopolitan future

This article extends the scholarship on globalization and literacy education by highlighting work done at the intersection of literacy, culture, and a cosmopolitan disposition. We first consider the notion of “transliteracy” in language education. After reviewing studies that have drawn on transliteracy and translingualism, we generalize guidelines for teacher education and pedagogy. Next, we introduce criticisms of transliteracy scholarship and how critics have refocused the application of transliteracy. Finally, we discuss future directions for the exploration of transliteracy, including historical applications, applications outside the classroom, and intersections with other fields, such as new materialism, comparative/cultural rhetoric, disability studies, and technology.