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Multilingual Writing Support: Fostering Critical Consciousness Through One-to-One Writing Conferencing
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Author(s): Dawn Janke (California Polytechnic State University, USA)
Copyright: 2022
Pages: 26
Source title:
TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy
Source Author(s)/Editor(s): Jenifer Crawford (University of Southern California, USA) and Robert A. Filback (University of Southern California, USA)
DOI: 10.4018/978-1-7998-8093-6.ch007
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Abstract
This chapter will provide a research-based protocol for one-to-one writing conferencing that helps tutors and teachers to navigate the tension between standardizing multilingual students' language practices and honoring their rhetorically rich linguistic backgrounds through a series of activities in a ten-week writing center pedagogy course. This series of activities was specifically developed in an effort to respond to writing tutors who are always seeking strategies that effectively apply theoretical principles in practice. While this work focuses specifically on one-to-one writing tutoring, the topic of multilingual writing support is applicable to any English language learning context. By the end of this chapter, readers will have gained a practical strategy centered on using declarative, procedural, and conditional knowledge to help preservice tutors and teachers develop metalinguistic awareness and foster critical consciousness through one-to-one conferencing.
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