Drawing on our combined experiences providing thesis writing support, we critically consider the tensions surrounding policies and practices aimed at plurilingual graduate students using English as an additional language (EAL). Our trioethnographic methodology allows us to unpack and explore the ethics framing our individual “editing” practices amid institutional norms, expectations and ideologies. Drawing on relevant literature in the field, our conversations or “trialogues” produce insights and raise questions surrounding the ethical imperative of providing effective thesis writing support for plurilingual EAL writers in an era of increasing internationalization. We conclude with suggestions for flexible, targeted writing support that challenges narrow epistemologies and stale ideologies regarding taboo editing practices of academic and language literacy brokers involved in the production and revision of thesis writing.

Drawing on our combined experiences providing thesis writing support, we critically consider the tensions surrounding policies and practices aimed at plurilingual graduate students using English as an additional language (EAL). Our trioethnographic methodology allows us to unpack and explore the ethics framing our individual “editing” practices amid institutional norms, expectations and ideologies. Drawing on relevant literature in the field, our conversations or “trialogues” produce insights and raise questions surrounding the ethical imperative of providing effective thesis writing support for plurilingual EAL writers in an era of increasing internationalization. We conclude with suggestions for flexible, targeted writing support that challenges narrow epistemologies and stale ideologies regarding taboo editing practices of academic and language literacy brokers involved in the production and revision of thesis writing.

Drawing on qualitative data collected from plurilingual teachers in the context of three research studies conducted at the University of Toronto between 2004 and 2015, this paper critically examines, through a dialogue between the three researchers, the experiences of plurilingual teacher candidates and graduate students in Education as they navigate the academy. A trioethnographic methodology is used, unpacking the underlying tensions of roles and positions held by each of the researchers in the Student Success Centre (SSC) which offers a range of support services and provides a space where plurilingual teacher learners can interact with plurilingual tutors during their academic journey which may include practica and internships. We relate our findings focussed on the SSC to the literature on diverse teachers in universities as well as writing centre research calling for significant changes in how to support plurilingual students in the academy in order to highlight lessons and strategies for equity.

In this essay, we set out to explore the ways in which our approaches and assumptions around internationalisation, and the experiences of international students, have been challenged. Drawing on our experiences as academics through the transitioning times over the last two years, we have chosen to approach this through a series of reflections on four themes: university as an imagined community, globalisation, home not as a metaphor, and a journey toward humility. Through this essay, we invite discussions on these topics to foster excellence in teaching and learning internationalisation in the higher education sector.