I will discuss the ways in which World Englishes can broaden the curriculum of graduate programs by creating space for different varieties of English that students from across cultures and nations bring to the increasingly globalized classroom. Only a curriculum informed by transnational and cross-cultural perspectives on language may begin to help the field recognize/legitimize different discourse conventions and expression patterns, as well as composition styles that international students draw from in their composition practices. Such an approach is important to develop a transnational perspective “capable of understanding the study and teaching of written English in relation to other languages and to the dynamics of globalization” (Bruce and Horner 623). Finally, I contend that since existing graduate programs do not place adequate emphases on global and cross-linguistic issues of composition, it is imperative that their curricular and programmatic priorities be required to make them relevant to the times and also bring about changes in undergraduate composition pedagogy since graduate programs are the ones that ultimately shape undergraduate composition pedagogy.

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