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In 2011, writing studies scholars Bruce Horner, Min‐Zhan Lu, Jacqueline Jones Royster, and John Trimbur published a landmark article entitled “Language Difference in Writing: Toward a Translingual Approach.” As Horner and colleagues explain, a translingual approach “applaud[s] efforts to increase students' fluency in as many languages and varieties of language as possible” (307). Instead of trying to eradicate “error” (often seen as deviations from Standard edited English), a translingual approach invites students to identify rhetorical contexts where it might be effective to break the conventions of Standard English or otherwise to draw on linguistic resources from other dialects or languages.

It should be noted that we wrote the manuscript for the third edition during the Black Lives Matter protests against police brutality set inside the COVID‐19 lockdown and the approaching 2020 elections. At this time, many teachers, who have long valued diversity and social justice, were forced again to acknowledge white privilege and confront the biases of former practices. In this third edition, the influence of translingualism can be most noticed in our revision of the chapter on grammar and sentence editing. The translingual approach can also be felt in our examples throughout, which feature a wider range of ethnicities, media, genres, and audiences.