This author, a lecturer in the Education Program at the University of Washington (Bothell), relates an experience that dated back to an invitation to give a talk at the Gwangju International Center (GIC) in Korea in the Summer of 2011. Min spoke about culturally-embedded writing practices across nations and presented some practical strategies that the audience could use in various writing contexts. The author relates the eagerness she saw in Korean high school students as well as American students (upon her return to the USA) to be part of the global membership. She notes a realization of the importance of embracing the multiple literacies, multiple identities, and multiple discourses that such students bring to classrooms and campuses. Their strong desires to experience new cultures and languages places TESOL (Teaching English to the Speakers of Other Languages) at the threshold of a new chapter--East and West Immersion. The power of the English language is believed in every part of the world and an increasing number of native English speakers are leaving their countries to immerse themselves in learning Asian languages and cultures. Working at an American university where more than 80% of the international student population is of Asian descent provided the author with serious thoughts about how to foster intercultural literacy environments that embrace both American students and multilingual students in the classrooms and in campus activities.