Developing an International Multilingual Writing Center: Lessons Learned
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| Title: | Developing an International Multilingual Writing Center: Lessons Learned |
|---|---|
| Language: | English |
| Authors: | Andrea Mason Garner, Courtney Scarborough |
| Source: | English Teaching Forum. 2023 61(4):10-21. |
| Availability: | US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037. e-mail: etforum@state.gov; Web site: http://americanenglish.state.gov/english-teaching-forum-0 |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Writing (Composition), Laboratories, Multilingualism, Writing Instruction, Tutors, Tutoring, Higher Education, Tutor Training |
| ISSN: | 1559-663X 1559-6621 |
| Abstract: | Writing centers have long been a hallmark in supporting the development of student writers at North American academic institutions. Writing centers are often connected to a writing program or learning center open to all students for one-on-one tutorials regarding a writing project. Tutors function as coaches or collaborators, rather than as teachers, to address individual needs. Through active listening, a tutor may engage writers in discussion to help develop ideas, offer reader feedback, and suggest writing strategies (Harris 1988). In an increasingly internationalized academia, and in turn an increased pressure to publish internationally, more initiatives are being made to establish multilingual writing centers in tertiary institutions across the globe. Although this article is framed within a university context, a writing center can adapt to most learning environments, including schools and community-based programs. In this article, the authors share their insights and lessons learned from working with local teams to establish writing centers at two of the universities. |
| Abstractor: | ERIC |
| Entry Date: | 2024 |
| Accession Number: | EJ1416496 |
| Database: | ERIC |
| Abstract: | Writing centers have long been a hallmark in supporting the development of student writers at North American academic institutions. Writing centers are often connected to a writing program or learning center open to all students for one-on-one tutorials regarding a writing project. Tutors function as coaches or collaborators, rather than as teachers, to address individual needs. Through active listening, a tutor may engage writers in discussion to help develop ideas, offer reader feedback, and suggest writing strategies (Harris 1988). In an increasingly internationalized academia, and in turn an increased pressure to publish internationally, more initiatives are being made to establish multilingual writing centers in tertiary institutions across the globe. Although this article is framed within a university context, a writing center can adapt to most learning environments, including schools and community-based programs. In this article, the authors share their insights and lessons learned from working with local teams to establish writing centers at two of the universities. |
|---|---|
| ISSN: | 1559-663X 1559-6621 |
