No abstract

Growing numbers of international students and newcomers attending post-secondary studies means that there are more students using English as an additional language (EAL) at Canadian universities. Consequently, writing centres have recognized the need for specialized training for their tutors as they support these students. However, it is difficult to find research on tutor perspectives about these training programs in a Canadian context. The current project aimed to gather insight regarding tutors’ perceived knowledge and needs in helping students using EAL with their writing. The findings point to a need for tutor development which specifically contributes to supporting EAL writers in the form of ongoing interactive workshops on language awareness, instructional strategies, and communication skills. Twelve writing tutors completed a questionnaire in which they were asked about their previous EAL experiences, their current understanding of tutoring students using EAL, and their training needs in this area. A qualitative analysis revealed that tutors hoped to develop their ability in explaining grammatical rules, as well as improve their communication skills and developing pedagogical skills. These identified areas of development suggest a need to establish formal training in additional language acquisition theory, language awareness, and intercultural communication strategies.