Writers who do not speak English as a native language perennially have presented unique challenges to the writing center, for these writers, who study English as a second language (ESL), or even as a third or fourth foreign language (EFL), may also be unacquainted with American academic discourse. ESL/EFL writers may face unfamiliarity with English idiom and a lack of grounding in the syntactic, lexical, and idiomatic knowledge that native speakers take for granted. They realize the English taught to them by ESL instructors is not "idiomatic enough" for college. As compared to native writers, then, ESL/EFL writers are "outsiders" even more so: not only must they learn academic English discourse, but they must also learn idiomatic English itself. Tutors can help non-native writers learn these discourses by drawing on the connection between writing tutoring and teaching discourse that writing scholars have established.