Abstract
This chapter describes a pedagogical approach to Anglophone writing instruction brought about by the growing use of English as an academic lingua franca. In order to meet the needs of relatively experienced academic writers located in Sweden but with diverse national and linguistic histories, that approach relies upon three central tenets: 1) learning-and-teaching is a process of collaborative inquiry, 2) participants’ experience with lingua-franca communication and its associated dispositions constitutes a resource to be supported and leveraged, 3) the work of writing takes place in conceptual spaces where writers make textual decisions, spaces that can be enlarged and structured through strategies that help student writers activate the prior knowledge derived from their linguistic, rhetorical, and educational backgrounds. This chapter describes these three pedagogical tenets, illustrates them with classroom examples, and ultimately demonstrates that this approach aligns closely with translingual theory and so supports writers as they draw, in their Anglophone writing practice, upon the translingual strategies they regularly, but perhaps not always consciously, employ in their lingua-franca communication.