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.
CITATION STYLE
Zhang, J. (2019). Innovating English Literacy Instruction: A Writing Center at a Chinese University. In English Literacy Instruction for Chinese Speakers (pp. 229–243). Springer Nature Singapore. https://doi.org/10.1007/978-981-13-6653-6_14
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