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ERIC Number: EJ818224
Record Type: Journal
Publication Date: 2008
Pages: 14
Abstractor: As Provided
Reference Count: 14
ISBN: N/A
ISSN: ISSN-1087-0059
Dominance and Peer Tutoring Sessions with English Language Learners
Bell, Diana Calhoun; Elledge, Sara Redington
Learning Assistance Review, v13 n1 p17-30 Spr 2008
In order to better understand the complex dynamic that often occurs during writing center sessions between native English speaking (L1) tutors and English language learners (ELL), this study investigates linguistic dominance through time-at-talk, turn-taking, agenda-setting, and content analysis. We conclude that, in keeping with theory and practice of tutor training in inquiry-based pedagogy, ELL students and peer tutors vacillate between the linguistic dominant position, indicating that participants establish a collaborative and egalitarian environment. However, L1 tutors may experience dissonance because the agenda set by ELL students often focuses on surface features such as grammar and diction rather than on global revisions. (Contains 4 tables.)
National College Learning Center Association. Web site: http://www.nclca.org/tlar.htm
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A