ABSTRACT
This chapter focuses on writing teachers and administrators working at community colleges and state universities and considers how their institutions frame forays into internationalization. International students are seen as part of the internationalization plan, but resident multilingual students are more defined by diversity, inclusion, and multiculturalism. Institutional plans for resident multilingual students fall predominantly under UNH's target for "inclusive excellence", which is represented by the Community, Equity, and Diversity Office and far removed from international student affairs. International students are assisted by the international program office, the English as a Second Language (ESL) Institute, and the for-profit recruitment program. The chapter talks about leverage points. Some of the leverage points are renewed interest in learning how to better teach multilingual writers, new publication opportunities for multilingual students, recruitment of multilingual tutors and so an. Like many community colleges, support for multilingual student writers is shared between departments.
