Linguistic Challenges and Identity Dynamics: The Role of Non-Native English-Speaking Tutors in Writing Centers
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v6i12.3006
Abstract
This paper explores the roles and challenges of non-native English-speaking (NNES) tutors in writing centers. Writing centers play a critical role in supporting students' development of writing skills, and research in this area is increasingly important for advancing academic writing theory and practice. The paper discusses the complex linguistic identities of TESOL teachers, challenging the simplistic native/non-native speaker dichotomy. The study reveals that NNES tutors possess valuable plurilingual competencies that are often undervalued in the TESOL profession. The paper advocates for a more nuanced understanding of NNES tutors' contributions and the impact of their linguistic backgrounds on student-tutor dynamics. It calls for further research into the implications for writing center practices and policies in linguistically diverse academic environments.
Keywords
non-native English-speaking tutors, writing centers, linguistic identity, academic writing, tutoring roles
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[2] Ellis, E. M. I May Be a Native Speaker but I'm Not Monolingual: Reimagining All Teachers' Linguistic Identities in TESOL. TESOL Quarterly. 2016; 50(3): 597-630.
[3] Faez, F., Karas, M., Uchihara, T. Connecting language proficiency to. teaching ability: A meta-analysis. Language Teaching Research. 2021; 25(5): 754-757.
[4] Fan F, Jong D J E. Exploring professional identities of nonnative ‐ English ‐ speaking teachers in the United States: A narrative case study [J]. TESOL Journal, 2019, 10 (4): n/a-n/a.
[5] Liu, C., Harwood, N. Understandings of the Role of the One-to-One Writing Tutor in a U.K. University Writing Centre: Multiple Perspectives. Written Communication. 2022; 39(2): 228-275.
[6]Mack L. Miscommunication and Mismatched Expectations: Challenges in an EFL Writing Center [J]. SAGE Open, 2024, 14 (2).
[7] Okuda, T. Student perceptions of non-native English speaking tutors at a writing center in Japan. Journal of Second Language Writing. 2019; 44: 13-22.
[8] Young, T. J., Walsh, S. Which English? Whose English? An investigation. of ‘non-native’ teachers’ beliefs about target varieties. Language, Culture and Curriculum. 2020; 23(2): 123–137.
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