Training in the writing center: Senior administrator and tutor perspectives on English language learner best practices
Abstract
This qualitative study explored the nature of tutor training in community college writing centers that served a significant English Language Learner (ELL) population. Using a case-study approach, the researcher sought to understand senior administrators' decision-making process about ELL-specific training in two community college writing centers within the same university system. The study also explored senior administrators' and tutors' perspectives on ELL tutoring and the extent to which tutor-training decisions reflected best practices literature. Triangulated research methodologies were applied, including coded interview data for thematic analysis, online questionnaire responses, direct observation, and examination of artifacts. Analysis revealed that (a) some tutor-training decisions were unduly influenced by practical concerns; (b) tutor training was a primarily socially oriented learning process; (c) tutors had varied perceptions of their ELL-specific training and their self-efficacy to work with those tutees; and (d) tutor trainers were aware of ELL best practices literature, but they did not incorporate much of it into training.
Subject Area
Teacher education|Curriculum development
Recommended Citation
Comeau-Kirschner, Cheryl, "Training in the writing center: Senior administrator and tutor perspectives on English language learner best practices" (2014). ETD Collection for Fordham University. AAI3604854.
https://research.library.fordham.edu/dissertations/AAI3604854
