CWWTC 2014 Presentation
The Colorado and Wyoming Writing Tutors' Conference is an annual event that brings the regional Writing Center community together. With my co-presenters, I had an excellent professional development opportunity to lead a panel discussion/workshop at this conference.
I created a website containing our presentation materials that is available to the attendees of the conference. Below is our conference proposal.
Title: Theories of Second Language Acquisition: What are Their Implications & Applications in the Writing Center?
Session Abstract: The field of second language acquisition (SLA) concerns itself with exploring the factors and processes that contribute to the acquisition of second and foreign languages, or in other words, what makes language learning “stick.” Interestingly, theories derived from this research rarely enter conversations concerning working with ESL writers in the writing center. Is it because questions such as How do theories of SLA connect to what tutors and consultants do in the writing center? are of no concern to writing center directors and consultants?
We believe that this is not the case. Exploring and understanding theories that describe processes of second language acquisition can inform and empower writing center consultants who work with non-native English speakers. This proposition is echoed by Williams (2002), who argues that “Tutors who are aware of the processes involved in the development of second language and second language writing competence can be more effective in their conferences” (p. 86). Thus, we propose a panel discussion during which these questions and concerns can be explored. This panel will seek to explore with other writing center directors and consultants the implications and applicability of SLA theories in the writing center, as well as if and how an introduction to these theories should be incorporated into writing center consultant training.
Williams, J. (2002). Undergraduate second language writers in the writing classroom. Journal of Basic Writing, 21(2), 73-91.
I created a website containing our presentation materials that is available to the attendees of the conference. Below is our conference proposal.
Title: Theories of Second Language Acquisition: What are Their Implications & Applications in the Writing Center?
Session Abstract: The field of second language acquisition (SLA) concerns itself with exploring the factors and processes that contribute to the acquisition of second and foreign languages, or in other words, what makes language learning “stick.” Interestingly, theories derived from this research rarely enter conversations concerning working with ESL writers in the writing center. Is it because questions such as How do theories of SLA connect to what tutors and consultants do in the writing center? are of no concern to writing center directors and consultants?
We believe that this is not the case. Exploring and understanding theories that describe processes of second language acquisition can inform and empower writing center consultants who work with non-native English speakers. This proposition is echoed by Williams (2002), who argues that “Tutors who are aware of the processes involved in the development of second language and second language writing competence can be more effective in their conferences” (p. 86). Thus, we propose a panel discussion during which these questions and concerns can be explored. This panel will seek to explore with other writing center directors and consultants the implications and applicability of SLA theories in the writing center, as well as if and how an introduction to these theories should be incorporated into writing center consultant training.
Williams, J. (2002). Undergraduate second language writers in the writing classroom. Journal of Basic Writing, 21(2), 73-91.