EAL Writers and Peer Tutors: Pedagogies that Resist the “Broken Writer” Myth

Chang, Daniel; Goldrick-Jones, Amanda

doi:10.31468/cjsdwr.731

Cited by 4 publications

(4 citation statements)

References 5 publications

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“…It would also be better facilitated by less reliance on structured programs and required readings and an increase in experiential approaches (Geller et al, 2007). Tutor skill development can also aim to challenge the assumptions tutors may have about multilingual students writing in English and how additional languages are learned (Bell, 2019;Chang & Goldrick-Jones, 2019).…”

Section: Modes Of Skill Development Opportunitiesmentioning

confidence: 99%

“…Writing centres are "learning support units that provide and facilitate academic writing mentorship and instruction" (Bell & Hotson, 2021, p. 1). In this role, writing centres are a significant resource for multilingual students writing in English (Chang & Goldrick-Jones, 2019). However, writing centre tutors may feel underprepared to support multilingual students with a first language other than English when compared to students with English as their first or primary language (Comeau-Kirschner, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Tutor Perceptions of a University Writing Centre’s Program of Skills Development for Supporting Multilingual Students using English as an Additional Language

Landry,

Pilin,

Brobbel

et al. 2023

cjsotl-rcacea

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With growing numbers of multilingual students who have first or primary languages other than English seeking the services of Canadian university writing centres where English is the language of instruction, providing these students with supportive and effective teaching and learning experiences is an important part of their post-secondary education. However, little research has been carried out to examine the impact of writing centre tutor skill development programs to foster meaningful teaching and learning experiences for multilingual students. This qualitative study employed focus group research methods to gather the writing centre tutors’ shared perceptions of their skill development opportunities for working with multilingual students. Data were coded and analyzed using a thematic approach. Findings point to multilingual student expectations, tutoring challenges, program effectiveness, and program applicability as elements that impact the tutors’ overall impressions of the skill development opportunities they encountered. While there were still areas for improvement, implementing a program of skill development for working with multilingual students in a writing centre was generally beneficial for the tutors in this study.

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Section: Modes Of Skill Development Opportunitiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Tutor Perceptions of a University Writing Centre’s Program of Skills Development for Supporting Multilingual Students using English as an Additional Language

Landry,

Pilin,

Brobbel

et al. 2023

cjsotl-rcacea

View full text Add to dashboard Cite

show abstract

“…Epistemological access and students' success are regarded as complex processes that most South African universities address through initiatives such as Writing Centres. Writing Centres are conceived as spaces, in the university environment, whose main purpose is to support writing, provide remediation for weak writers and provide support for programmes utilising different pedagogies and theoretical underpinnings [2]. According to Archer and Richards [3], the Writing Centre is a "learning and engagement" space, where ideas and disconnected thoughts are structured.…”

Section: Introductionmentioning

confidence: 99%

Beyond Barriers and Resistance: Peer Tutor Reflections on Writing Centre Practice During and Beyond the COVID-19 Pandemic

Khumalo¹,

Onwuegbuchulam²

2023

Proceedings of the Focus Conference (TFC 2022)

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Writing is a core staple of academic and discipline-specific discourses. Students, therefore, having entered the university, are required to demonstrate a minimum proficiency in academic writing as well as the potential to build upon effective academic discourse. Academic writing is thus vital to students' academic access, performance, and success. Writing Centres play an important role in supporting students in the successful completion of their academic journeys through integrated writing support. The study discusses how peer tutors at the selected University of Technology Writing Centre adapted their pedagogical practices during and beyond the COVID-19 pandemic. The shift from face-to-face, physical location to blended support meant that peer tutors needed to reconceptualise strategies on how they strive to provide a learning environment that enhances students' academic writing experiences. Tutors' experiences during hybrid consultations and their reflections in written reports are used to explore the pertinent challenges and opportunities for Writing Centres. Adopting a reflective approach, the study interrogates the need for the development of innovative techniques that enhance substantive remote tutoring experiences and academic writing development. The study adopted the academic literacies model as the underpinning theoretical framework. Data from this case study indicates that tutors reflect on pedagogical practices as well as blended learning environments when engaging with students. This study concludes that Writing Centres need to devise hybrid support strategies that are responsive to students' needs for tutors to effectively support all students.

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“…Recent studies suggest that students using EAL may benefit from extracurricular resources to support the acquisition of the advanced levels of academic writing skills that contribute to successful educational outcomes (Roessingh & Douglas, 2012;Chang & Goldrick-Jones, 2019). While writing centres can provide one resource for students to develop academic writing proficiency, studies suggest that writing tutors may require specialized knowledge and skills to work more effectively with these students to avoid resorting to deficit-based approaches that focus on negative perceptions related to students' skills.…”

Section: Introductionmentioning

confidence: 99%

The Tutor Development Needs of Writing Centre Consultants Working with Undergraduate Students Using English as an Additional Language

Pilin

Landry

Douglas

et al. 2020

DW/R

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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.

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EAL Writers and Peer Tutors: Pedagogies that Resist the “Broken Writer” Myth

Cited by 4 publications

References 5 publications

Tutor Perceptions of a University Writing Centre’s Program of Skills Development for Supporting Multilingual Students using English as an Additional Language

Tutor Perceptions of a University Writing Centre’s Program of Skills Development for Supporting Multilingual Students using English as an Additional Language

Beyond Barriers and Resistance: Peer Tutor Reflections on Writing Centre Practice During and Beyond the COVID-19 Pandemic

The Tutor Development Needs of Writing Centre Consultants Working with Undergraduate Students Using English as an Additional Language

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