Redesigning Composition for Multilingual Realities argues that students of English as a second language, rather than always being novice English language learners, often provide models for language uses as English continues to spread and change as an international lingua franca.

Starting from the premise that "multilingualism is a daily reality for all students—all language users," Jay Jordan proceeds to both complicate and enrich the responsibilities of the composition classroom as it attempts to accommodate and instruct a diversity of students in the practices of academic writing. But as Jordan admits, theory is one thing; practical efforts to implement multilingual and even translingual approaches to writing instruction are another.

Through a combination of historical survey, meta-analytical critique of existing literature, and naturalistic classroom research, Jordan's study points to new directions for composition theory and pedagogy that more fully account for the presence and role of multilingual writers.