A tentative focus for me is the implications of students with language barriers on writing centers.
One possible thesis question is-Are bilingual tutors more effective than non bilingual tutors?
Some things I will look for are the connection between non bilingual students with non native English speakers.
Overall effectiveness of each session, and if the language disparity has any effect at all on students.
I will also observe the strategies used by tutors to ensure the goal of the session is reached. From what I've observed thus far-the students seem to visit the writing center after their papers have been written, and they need to revise them. There was one observation however that was based on the actual assignment before the completed product was submitted for grading. That was the bilingual student. In that case the directive approach was used very effectively. I think
when students with language barriers are involved, the directive approach most frequently used as extra authoritative instruction is required.
More to follow...........
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