ABSTRACT
Applied linguists tend to make wonderful writing and composition instructors, composition being a discipline that benefits greatly from a diverse faculty body with a variety of subject orientations. World Englishes scholars, many of whom work with sociolinguistic concepts such as code-switching, recognize the existence of nation states in their practice because that construction impacts the lives of those living in the “real world,” outside of our academic-linguistic discussions. A pedagogy then for a “multi” writing classroom has to recognize the contributions of pluralistic and hybrid views while not disregarding the many pressures in the real world that cause writers to be in a position of tension between their diverse ideals and the institutional forces of monolingualism and standardization that still exist. General results indicate that respondents consider English to be a pragmatic choice in the sciences and best described as an additional language in the humanities.
