From support to solidarity: Writing tutors as advocates for multilingual writers in college composition courses

Abstract

Multilingual writers—a diverse group that includes immigrant students, international students, and U.S.-born students—have different advantages and needs compared to their monolingual counterparts. Because of this diversity, questions of how WCs can support such students have included re-envisioning tutoring practices while navigating monolingual standards that often construct multilingual writers as inferior, problematic, or needing to be “fixed” or otherwise remedied.