Henning, Ute
Hrsg.: European Writing Centers Association (EWCA) (2024)
Multilingual practices and beliefs at a writing center in Germany.
EWCA 2024, The Future of Writing Centers. Limerick (June 11-14, 2024)
Konferenzveröffentlichung, Bibliographie
Kurzbeschreibung (Abstract)
It is integral to the profile of SchreibCenter, a well-established writing center at Technical University of Darmstadt, to support students in handling multiple languages and language varieties when they write academic texts. We support them in discovering and becoming aware of their individual language repertoire, and we help them identify ways of using this repertoire as a resource for their academic writing. This approach ties in with the university’s internationalization process (cf. Bradlaw et al. 2022) and it is visible in a number of practices at the writing center: For example, all of our tutors receive training on L2 writing and multilingualism, we offer writing consultations in German, English and several other languages and we employ existing didactic approaches for multilingualism like the ones by Barczaitis et al. (2022). We draw on writing scholarship on L2 writing and multilingual writing (e.g., Dengscherz 2019; Zernatto 2021) and aim to include all of our team members‘ experience with language/s and multilingualism when developing and professionalizing our approach. The pecha kucha focuses on the challenges our writing center faces, not only in maintaining these practices, but also in reaching a diverse student body without tailoring formats in a deficit-oriented way: E.g., only rarely does a student request a writing consultation in a language other than German; tutors‘ motivation to handle multilingual consultations varies; we would like to reach more students for whom German is not the only L1; navigating the appropriate level of non-directiveness in L2 consultations is difficult for many tutors. Questioning some of these current practices, the contribution will highlight opportunities for change, and show how we are approaching these in 2024.
| Typ des Eintrags: | Konferenzveröffentlichung |
|---|---|
| Erschienen: | 2024 |
| Autor(en): | Henning, Ute |
| Art des Eintrags: | Bibliographie |
| Titel: | Multilingual practices and beliefs at a writing center in Germany |
| Sprache: | Englisch |
| Publikationsjahr: | 12 Juni 2024 |
| Ort: | Limerick |
| Veranstaltungstitel: | EWCA 2024, The Future of Writing Centers |
| Veranstaltungsort: | Limerick |
| Veranstaltungsdatum: | June 11-14, 2024 |
| Kurzbeschreibung (Abstract): | It is integral to the profile of SchreibCenter, a well-established writing center at Technical University of Darmstadt, to support students in handling multiple languages and language varieties when they write academic texts. We support them in discovering and becoming aware of their individual language repertoire, and we help them identify ways of using this repertoire as a resource for their academic writing. This approach ties in with the university’s internationalization process (cf. Bradlaw et al. 2022) and it is visible in a number of practices at the writing center: For example, all of our tutors receive training on L2 writing and multilingualism, we offer writing consultations in German, English and several other languages and we employ existing didactic approaches for multilingualism like the ones by Barczaitis et al. (2022). We draw on writing scholarship on L2 writing and multilingual writing (e.g., Dengscherz 2019; Zernatto 2021) and aim to include all of our team members‘ experience with language/s and multilingualism when developing and professionalizing our approach. The pecha kucha focuses on the challenges our writing center faces, not only in maintaining these practices, but also in reaching a diverse student body without tailoring formats in a deficit-oriented way: E.g., only rarely does a student request a writing consultation in a language other than German; tutors‘ motivation to handle multilingual consultations varies; we would like to reach more students for whom German is not the only L1; navigating the appropriate level of non-directiveness in L2 consultations is difficult for many tutors. Questioning some of these current practices, the contribution will highlight opportunities for change, and show how we are approaching these in 2024. |
| Fachbereich(e)/-gebiet(e): | 02 Fachbereich Gesellschafts- und Geschichtswissenschaften 02 Fachbereich Gesellschafts- und Geschichtswissenschaften > Institut für Sprach- und Literaturwissenschaft 02 Fachbereich Gesellschafts- und Geschichtswissenschaften > Institut für Sprach- und Literaturwissenschaft > Sprachwissenschaft - Mehrsprachigkeit Zentrale Einrichtungen Zentrale Einrichtungen > Sprachenzentrum (SPZ) |
| Hinterlegungsdatum: | 19 Jun 2024 14:07 |
| Letzte Änderung: | 19 Jun 2024 14:07 |
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