Authors: Luke Beckstrand
Mentors: Tyler Gardner
Insitution: Brigham Young University
(47 word abstract)
With their diverse range of writing-related needs and goals, multilingual students in a university writing classroom can benefit from consistent, one-on-one support from a trained peer tutor. In this presentation, I share my experiences as an embedded peer tutor in a first-year composition class for multilingual writers.
(214 word abstract)
There has been a recent explosion of research surrounding writing centers' relationships with the many multilingual students they serve. This research has led to the development of new resources for multilingual writers within the writing center context, including longitudinal peer-tutoring, that have yielded significant and positive results. However, much less research has taken place surrounding multilingual writers’ experiences within a composition classroom. Throughout a semester embedded as a tutor inside of two first-year multilingual composition courses, I was able to gather research and test possible applications of longitudinal peer-tutoring inside the classroom. Multilingual students need, and desperately want, writing help in all contexts. Many multilingual students flock to writing centers, who are more than happy to help, but the majority of multilingual students’ experiences with university writing continue to take place solely within the classroom. There are also many multilingual students who don’t have access to writing centers, and others that do, but don’t have sufficient time to dedicate to visiting it frequently. My research indicates that a single peer-tutor embedded within the classroom can overcome many of these obstacles and give these students the help that they desire through a similar longitudinal peer-tutoring relationship that has been achieved at some writing centers.
Keywords: Writing Center, Multilingual Tutoring, Longitudinal Peer-tutoring, Classroom Applications, One-off Sessions,