Connecting language students internationally in an era of heightened nationalism

Since the 1999-2000 academic year, the teaching network known as the Trans-Atlantic & Pacific Project (TAPP) has internationally connected teachers and students in writing classes with students in translation studies and/or usability classes at nearly 30 universities in 15 countries on 4 continents. The network began forming as globalization knit nations closer together and as communication technologies, beginning with e-mail, began to become commonly available (Maylath, Vandepitte, & Mousten, 2008). Now, however, the world seems to be entering an era that runs counter to globalization, as nationalists in many countries attempt to retract from international collaborations and connections. Despite that, students in language professions must learn how to collaborate internationally and across languages, cultures, and international borders. Despite a backlash to globalism that might threaten other international collaboration efforts and arrangements, the TAPP persists and grows because it is loose, lithe, and limber. It operates with nearly complete teacher autonomy, not relying on institutional agreements or funding—not even grants (Maylath et al., 2013; Lisaité et al. 2016). This plenary address describes how the TAPP is able to function in this way and to continue to add partners in ever more countries. It also depicts how TAPP collaborations raise audience awareness, intercultural aptitude, language sensitivity, and writing effectiveness for both undergraduate and graduate students. Moreover, it demonstrates how international collaboration boosts recruitment, bolsters retention and engagement, and leads to job- placements at all levels, including the doctoral.