Bridging the Gap: Essential Issues to Address in Recurring Writing Center Appointments with Chinese ELL Students

Autor/in	Nan, Frances
Titel	Bridging the Gap: Essential Issues to Address in Recurring Writing Center Appointments with Chinese ELL Students
Quelle	In: Writing Center Journal, 32 (2012) 1, S.50-63 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0889-6143
Schlagwörter	Stellungnahme; Second Language Learning; Tutors; Native Speakers; Tutoring; Foreign Students; Asians; Laboratories; Writing (Composition); Student Needs; English (Second Language); Chinese; College Students; Writing Instruction + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Förderlehrer; Lehrender; Tutor; Muttersprachler; Förderkonzept; Nachhilfeunterricht; Asian; Asiat; Asiatin; Asiaten; Asiate; Laboratory; Laboratorium; Schreibübung; English as second language; English; Second Language; Englisch als Zweitsprache; China; Chinesen; Collegestudent; Schreibunterricht
Abstract	As the population of international--and particularly Chinese--students grows in US academic institutions, it is critical that writing center tutors be able to address these students' needs. However, whereas writing tutors at the author's institution are often taught to be indirect and focus on higher order concerns, such strategies are not always practical for working with English Language Learners (ELL), who may have writing experiences different from those of native speakers or may have brought perceptions of tutor-tutee roles from their home countries. This essay therefore focuses on suggestions that tutors might consider bringing to their work with Chinese ELL students during "writing partner consultations," her institution's term for weekly, one-on-one meetings between a writer and the same writing tutor for the entirety of the semester. Effective writing partnerships are particularly useful when working with Chinese-native writers, for they allow tutors and writers to focus on both individual papers and long-term improvement. By drawing upon a literature review and a study of two writing partner dyads over a semester, the author concludes that the level of understanding, directness, and transparency between tutor and student affect the success of writing partnerships. By incorporating such suggestions into tutor training, the author believes writing partnerships between tutors and ELL writers can improve. (ERIC).
Anmerkungen	Writing Center Journal. 011 Memorial Hall University of Delaware, Newark, DE 19718. e-mail: writingcenterjournal@english.udel.edu; Web site: http://www.english.udel.edu/wcj
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10