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dc.contributor.authorThonus, Terese
dc.date.accessioned2014-10-28T22:11:26Z
dc.date.available2014-10-28T22:11:26Z
dc.date.issued2014-06-13
dc.identifier.citationThonus, T. (2014). Tutoring Multilingual Students:Shattering the Myths. Journal of College Reading and Learning, 44:2, 200-213, http://dx.doi.org/10.1080/10790195.2014.906233
dc.identifier.urihttp://hdl.handle.net/1808/15420
dc.descriptionThis is the author's accepted manuscript, made available 18 months after publication with the permission of the publisher.
dc.description.abstractThe increasing linguistic and cultural diversification of North America has resulted in large numbers of multilingual students attending college and university and seeking curricular and extracurricular support with reading and writing (Ruecker, 2011; Teranishi, C. Suárez-Orozco, & M. Suárez-Orozco, 2011). In the past, learning and writing centers hired “ESL specialists” to provide support. But this model, given the ubiquity of multilingual students in higher education today, is no longer sustainable. Instead, all tutors must learn the skills necessary to support the academic literacy development of these writers, and that means that the way tutors are trained must change. Because the lived reality of the majority of tutors (and center administrators) is monolingual (Bailey, 2012; Barron & Grimm, 2002), examining the myths generally held about multilingual students is essential to both our development as tutors and the development of our students as academic readers and writers of English. Only after raising critical awareness about these “misguided ideas” will training specific to tutoring multilingual students make sense and be put into practice (Gillespie & Lerner, 2008, p. 117). In this article, I present and challenge myths about multilingual writers and myths about how to tutor them.
dc.language.isoen_US
dc.publisherTaylor and Francis
dc.subjectWriting center
dc.subjectL2 writers
dc.titleTutoring Multilingual Students: Shattering the Myths
dc.typeArticle
kusw.kuauthorThonus, Terese
kusw.kudepartmentKU Writing Center; Department of English
kusw.oastatusfullparticipation
dc.identifier.doi10.1080/10790195.2014.906233
kusw.oaversionScholarly/refereed, author accepted manuscript
kusw.oapolicyThis item meets KU Open Access policy criteria.
dc.rights.accessrightsopenAccess


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