Language difference and socially-just writing center praxis have long been points of discussion within writing center scholarship. Writing center administrators and tutors recognize that the praxis within their writing centers does not always correspond to their beliefs about working with student writers or the role of the writing center within the academy—particularly in the areas of language equality and social and racial justice—and they acknowledge the impact that course readings have in tutor education. While tutor education readings may not specifically state a particular ideological viewpoint regarding language difference, their discussions of language and rhetorical practices, multilingual writers, and tutoring across difference can indicate certain ideological beliefs. Therefore, I argue the importance of identifying and considering the implicit ideological tenets within these readings, a practice that both reveals possible conflicts between our values and our praxis and recognizes the significant role these readings play in shaping tutors' ideas about language difference. Using the theoretical lens of language ideologies, I analyze tutor education readings from ENC 4275/5276: Theory and Practice of Tutoring Writing, the UCF University Writing Center's tutor education course for new tutors. Drawing on Horner et al.'s chart of ideological tenets and a writing center-focused chart of ideological tenets I derived from writing center scholarship, I identify tenets of monolingualism, traditional multilingualism, and translingualism in these readings and illustrate how others can do the same. Through this analysis, I hope to encourage writing center administrators and tutors to implement this practice, enabling them to determine if their tutor education readings reflect and advance the ideologies they seek to promote inside and outside of their writing centers.
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Master of Arts (M.A.)
College of Arts and Humanities
Writing and Rhetoric
English; Rhetoric and Communication
Length of Campus-only Access
Masters Thesis (Open Access)
Cintron Toney, Michele, "Reading Between the Lines: Language Ideologies and Tutor Education Readings" (2020). Electronic Theses and Dissertations, 2020-. 304.