Although an increasing number of multilingual students enroll at U.S. colleges and universities, institutions of higher learning are often underprepared to handle the additional academic support these students require. Because many of these students need (and want) more individualized or in-depth assistance with their writing than instructors can understandably provide, ESL students tend to flock to the writing center. This phenomenon has been reflected in the increasing number of writing center–related sessions at TESOL and CCCC, as well as discussions on various e-lists.

Of course, writing center/tutorial programs and approaches have been implemented in other contexts—specifically EFL, secondary education, and adult education—as well. And perhaps with (even) less support or institutional history than found in higher education contexts.

How do writing centers handle the growing international and immigrant populations? To share some possible answers to this question with TESOLers, we are looking for articles (research, programming/administration, best practices) about, for example, tutor development, one-on-one tutoring sessions, writing groups, and workshops.

Please see our full Call for Submissions for a list of specifications and information on our other columns: Book/Media Reviews, Action Research Projects, CALL, and EFL.