I recently became interested in the issue of the professional preparation of mainstream composition instructors* working with multilingual writers. It is well known that multilingual writers** are no longer an uncommon phenomenon in first-year composition classes in U. S. institutions of higher education. To help these students in their academic experiences, many universities provide a variety of services and programs, such as ESL courses and learning centers for second-language learners, as well as bring in ESL specialists to the departments and writing centers (Dadak, 2006; Kubota & Abels, 2006; Leki, 2007; Matsuda, Saenkhum, & Accaardi, 2013; Shuck, 2006; Williams, 2004).

Nevertheless, in many universities, the majority of composition courses are taught by those who do not have—or have very little—formal training in second-language studies, including second-language writing pedagogy. This is especially true for many large research universities (including Purdue University, where I am currently pursuing my doctoral degree), where much of the teaching load is given to the hands of graduate teaching assistants, whose professional backgrounds often relate to creative writing, linguistics, and literary studies (Matsuda et al., 2013).

While examining previous research that explored how well mainstream instructors are prepared and whether or not they are aware of the kinds of support that multilingual writers need, I came across a study by Ferris, Brown, Liu, and Stine (2011) that looked at teachers’ attitudes toward multilingual writers and the methods teachers used to respond to L2 writing. Participants in this study were mostly composition instructors who received no extensive training in working with multilingual writers. The results demonstrated that whereas most teachers tried to adapt their feedback to the needs of multilingual writers, their responses revolved primarily around various language-related problems, leaving global issues—for the most part—in the periphery. In addition, some instructors expressed frustration due to their lack of practical knowledge in addressing the needs of multilingual writers.

I was unpleasantly surprised by some of the teachers’ comments in the Ferris et al. (2011) study. It was very disheartening to realize that some instructors “expressed resentment” (p. 220) at having multilingual students in their classes and bearing the “burden” that those students bring along with them. And, unfortunately for the students, instead of developing their own expertise, some teachers encouraged the students to drop the course, or simply outsourced them to a writing lab or directed them to grammar textbooks without even giving clear directions on how those types of resources may be useful to them.

At the same time, the Conference on College Composition and Communication, Committee on Second Language Writing, Statement on Second Language Writers, which came out in 2001, clearly indicated that writing programs must provide adequate professional support for composition teachers to prepare them to work with L2 writers:

Any writing course—including basic writing, first-year composition, advanced writing, and professional writing as well as second-language writing courses—that enrolls any second-language writers should be taught by a writing teacher who is able to identify and is prepared to address the linguistic and cultural needs of second-language writers. (p. 671-2)

It is hard to believe that 13 years later, some university composition programs are still ill equipped in terms of the training of mainstream teachers who work with multilingual writers.

Of course, some teachers may simply lack experience, and it is understandable. But several instructors, as stated in Ferris et al. (2011), were veterans. I wish I could ask them: “How did you manage to avoid dealing with second-language writing issues throughout your entire career?”

Perhaps I am being a bit too emotional, but at the same time I believe multilingual writing students deserve to be treated with respect instead of being perceived as an “extra burden.” In nearly every class, teachers face the unknown, whether in subject matter, discipline management issues, or a certain category of students. Therefore, finding a solution to these problems instead of getting an “out-of-my-hands” attitude is part of the deal.

Along with that, in several teachers’ responses in the study (Ferris et al., 2011), I sensed an underestimation of the nature of second-language writing. Some instructors seemed to believe that there is a magic recipe for working with multilingual writers: “I would love to go to a class where somebody tells me Ukrainian students are going to have this particular difficulty and Japanese students will have that particular difficulty, and this is what you should tell them” (p. 219). Such comments are the evidence of the teachers’ misconceptions about the complex nature of second-language writing, as they express the belief that grammar is the major issue of L2 writers, and if teachers were given a list of “the most prevalent errors” (p. 218) that students make, they would be well prepared to teach these students.

I might be just exaggerating. In fact, I hope I am, and I hope that the picture is not as gloomy and pessimistic as I have painted it here. But, as I mentioned earlier, multilingual writers are no longer at the periphery in first-year composition classrooms. And I believe that it is about time to stop bouncing them off to ESL departments, or grammar textbooks, or tutors, or whatever other resources exist out there, and start embracing them in our classrooms and be willing to support them in their academic struggles (Preto-Bay & Hansen, 2006). And to this end, teacher professional preparation seems to be the first step to make.

*Mainstream composition teachers: First-year composition teachers who do not have—or have very little—formal training in second-language studies, including second-language writing pedagogy. Many of these instructors have degrees in rhetoric and composition, creative writing, English, and so on.

** Multilingual writers: The definition of the term “multilingual writers” was borrowed from Matsuda, Saenkhum, and Accardi (2013), who define multilingual students as “students who grew up using languages rather than English and are acquiring English as an additional language. Multilingual students include international students who hold student visas and resident students who are non-native English speakers” (p. 73).

References

Conference on College Composition and Communication, Committee on Second Language Writing. (2001). CCCC statement on second language writing and writers. College Composition and Communication, 52(4), 669–674.

Dadak, A. M. (2006). No ESL allowed: A case exploring university and college writing program practices. In P. K. Matsuda, C. Ortmeier-Hooper, & X. You (Eds.), The politics of second language writing: In search of the promised land (pp. 94–108). W. Lafayette, IN: Parlor Press.

Ferris, D., Brown, J., Liu, H., & Stine, M. E. A. (2011). Responding to L2 students in college writing classes: Teacher perspectives. TESOL Quarterly, 45, 207–234.

Kubota, R., & Abels, K. (2006). Improving institutional ESL/EAP support for international students: Seeking the promised land. In P. K. Matsuda, C. Ortmeier-Hooper, & X. You (Eds.), The politics of second language writing: In search of the promised land (pp. 75–93). W. Lafayette, IN: Parlor Press.

Leki, I. (2007). Undergraduates in a second language: Challenges and complexities of academic literacy development. New York, NY: Lawrence.

Matsuda, P., Saenkhum, T., & Accardi, S. (2013). Writing teachers’ perceptions of the presence and needs of second language writers: An institutional case study. Journal of Second Language Writing, 22, 68–86.

Preto-Bay, A. M., & Hansen, K. (2006). Preparing for the tipping point: Designing writing programs to meet the needs of the changing population. Writing Program Administration, 30(1-2), 37–57.

Shuck, G. (2006). Combating monolingualism: A novice administrator’s challenge. WPA Writing Program Administration, 30(1-2), 59–82.

Williams, J. (2004). The writing center and second language writers. Journal of Second Language Writing, 13(3), 165–172.