Building a House for Linguistic Diversity: Writing Centers, English-Language Teaching and Learning, and Social Justice

Condon, Frankie; Olson, Bobbi

doi:10.7330/9781607324140.c002

Cited by 4 publications

(2 citation statements)

References 4 publications

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“…Learners, thus, will be logically able to evaluate information, present their own point of view and convince the tutors of their opinions. Recent research (e.g., Blazer, 2015;Condon & Olson, 2016;Ede, 1989;Mackiewicz & Thompson, 2018) emphasized the role of tutoring strategies, such as think aloud and outlining; to encourage learners to activate their minds while formulating their ideas in the text.…”

Section: Efl Tutors' Rolementioning

confidence: 99%

“…Such evidence is expressed in learners' agreement with statements such as Tutors encourage me to speak and ask questions, tutors guided me with all the writing tasks such as brainstorming, tutors ask me what I think, and so on. There is rapidly growing research on the role of tutoring strategies in developing learners' ideas as a form of critical thinking (e.g., Blazer, 2015;Condon & Olson, 2016;Ede, 1989;Mackiewicz & Thompson 2018).…”

Section: Tutors' Practicesmentioning

confidence: 99%

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EFL Tutors’ and Learners’ Attitudes and Practices in the Writing Centers at the College of Languages and Translation

Alghizzi

Alshahrani

2020

ALLS

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This study investigates EFL Saudi male and female learners’ and tutors’ attitudes and practices in the Writing Centers at the College of Languages and Translation (CLTWCs) at Al-Imam Muhammad Ibn Saud Islamic University to determine the effectiveness of such centers. In fact, understanding EFL learners’ needs is believed to eliminate some of the persistent writing challenges for such learners; and therefore this study seeks to explore the relatively new established CLTWCs to improve their services. Thus, in order to answer the study’s two questions regarding the attitudes and practices of both tutors and learners, a cross-sectional quantitative research design was adopted by designing and administering two questionnaires among 29 faculty members (F = 18, M = 11) working in the centers and 217 students (F =112, M=105) visiting them. These questionnaires addressed demographic information, attitudes, and practices in the form of open-ended and/or closed-ended questions along with five Likert-Scale statements. The results showed that learners expressed a highly positive attitude toward the centers which could be attributed to the tutors. These tutors were reported to have excellent performance and professionalism during the sessions they had with the learners in question. Additionally, the findings cautiously suggest the importance of regular visits and motivation for students in order to obtain the desired and expected benefits of the centers.

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Section: Efl Tutors' Rolementioning

confidence: 99%

Section: Tutors' Practicesmentioning

confidence: 99%

EFL Tutors’ and Learners’ Attitudes and Practices in the Writing Centers at the College of Languages and Translation

Alghizzi

Alshahrani

2020

ALLS

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Writing Program Administration at the Tertiary Level

Blazer

2018

The TESOL Encyclopedia of English Language Teaching

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College writing programs engage with social justice issues in a variety of ways. Programmatic efforts to address racial, cultural, and linguistic justice are now evident in curricula, course placement practices, assessment, graduate level teacher education, faculty development, and writing center staff development. In writing centers, professional development is often an integral component of tutors' work experiences as they are expected to participate and are fully compensated for it. Thus, sustained and collaborative inquiry into social justice issues is possible. Tutor education toward socially, linguistically, and epistemically just and productive writing center praxis unfolds in diverse ways. Often, a focus is on facilitating development of critical consciousness through approaches that account fully for tutors' own frames of reference and are carefully situated within a particular institutional context.

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Writing Centers and Critical Language Teaching and Learning at the Tertiary Level

Blazer¹

2019

The TESOL Encyclopedia of English Language Teaching

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Language teaching and learning in US writing centers is an area of critical importance for institutions serving growing numbers of domestic and international multilingual students. Increasingly, discussions of language teaching and learning in the writing center community are framed to highlight relationships among language, identity, and power and the impact of standard language ideologies on students from minority groups of all language backgrounds. To cultivate writing center cultures of linguistic and epistemic inclusivity, directors design tutor education to facilitate tutors' development of critical consciousness through approaches that account fully for their own frames of reference and are carefully situated within a particular institutional context.

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Building a House for Linguistic Diversity: Writing Centers, English-Language Teaching and Learning, and Social Justice

Cited by 4 publications

References 4 publications

EFL Tutors’ and Learners’ Attitudes and Practices in the Writing Centers at the College of Languages and Translation

EFL Tutors’ and Learners’ Attitudes and Practices in the Writing Centers at the College of Languages and Translation

Writing Program Administration at the Tertiary Level

Writing Centers and Critical Language Teaching and Learning at the Tertiary Level

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