Identifying differences in the English as a second-language resource center: a translingual approach to tutoring
The number of Second-Language and Multilingual writing and resource centers on North American college campuses continues to increase; however there is very little research that focuses on the writing and literacy practices multilingual learners employ in heterogeneous learning spaces. This study utilized one-on-one interviews to identify the wide variety of literacy practices international students who frequent the ESL Resource Center at California State University, Chico, engage in across discourse communities. Findings suggest although students engage in a wide variety of critical literacy practices outside of the Center, they tend to privilege conventional monolingual approaches to writing and tutoring while participating in the ESL Resource Center. Implications suggests second-language writing and resource centers adopt a translingual approach to writing and tutoring which acknowledges the different literacy practices students participate in across different linguistic, cultural, and academic discourses.