Innovating English Literacy Instruction: A Writing Center at a Chinese University
This chapter showcases how the School of International Studies (SIS) Writing Center innovates English writing instruction at a Chinese university. Based on scholarship on multilingual tutors at writing centers and writing center practices across China, I analyzed three vignettes of a tutoring transcript and two anecdotes of discussion workshops. Two affordances of the SIS Writing Center are demonstrated: (1) peer tutoring in a shared language enables Chinese students to scaffold the learning of English writing through meaning negotiation; (2) post-tutorial discussion workshops create a contact zone where native English-speaking teachers and L2 tutors generate knowledge collaboratively. The knowledge-making process at the SIS Writing Center makes a case for innovating English literacy instruction in China by incorporating a writing center approach underpinned by collaboration and multilingualism.
The author extends great thanks to Dr. Ben Rafoth, Dr. Barry Lee Reynolds, Yuyin Lin, Richelle Frabotta, Jie Yan, Yunsheng Zhang, and Bao Wang.
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