Engaging Transnational Writing Assets in the Writing Center: New Pedagogical Directions for Supporting International Multilingual Students

This article argues for a shift in writing center pedagogy toward prioritizing transnational writing assets as the basis of our work with international multilingual writers specifically and every writer we encounter generally. While writing center scholarship has paid attention to the influences of language, cultural and rhetorical differences among native and non-native English speakers/ tutors in the writing center, much of this discussion has taken the “comparative” route rather than a “trans-d” (transnational) route with potentials to transform our engagements with scholars, students, and writers from other parts of the world. This IRB-approved research reveals that international multilingual writers possess unique knowledge of how writing works, influenced by their linguistic, cultural, and rhetorical competencies. These competencies function as transnational writing assets that participants willingly share with their writing consultants, providing an environment that encourages open dialogue about such transnational writing assets and that positions students as valuable contributors of knowledge about writing. The study concludes with recommendations that advance transnational writing dispositions as a transformative pedagogical approach in writing center work to enrich our interactions with writers from different parts of the world.