Resources for Faculty

The following is a list of resources on responding to writing of multilingual students.

Position Statements and Videos


Canagarajah, A. S. (2006). Toward a writing pedagogy of shuttling between languages: Learning from multilingual writers. College English, 68(6), 589–604.

Harris, M., & Silva, T. (1993). Tutoring ESL students: Issues and options. College Composition and Communication, 44(4), 525-537.

Holt, S. L. (1997). Responding to grammar errors. New Directions for Teaching & Learning, 1997(70), 69.

Horner, B., Lu, M., Royster, J., & Trimbur, J. (2011). Language difference in writing: Toward a translingual approach. College English, 73(3), 303–21.

Ning, M. I. (2012). Implications of interlanguage error analysis and research on English language testing and teaching. Higher Education of Social Science, 2(2), 4-7.

Phuket, P. R. N., & Othman, N. B. (2015). Understanding EFL Students' Errors in Writing. Journal of Education and Practice, 6(32), 99-106.

Runić, J., & Runić, M. (2015). Strategies for reducing L2 English grammar errors with L1 Chinese writers. The Journal of Teaching English for Specific and Academic Purposes, 3(2), 275-294.

Shin, S. J. (2002). Ten techniques for successful writing tutorials. TESOL Journal, 11(1), 25-31.

Whitelock, S. (n.d.). Working with ESL Writers Across the Curriculum.

Yuanhua, C. H. E. N., & Xiaoling, L. I. (2016). Effects of L1 transfer on English writing of Chinese EFL students. Cross-Cultural Communication, 12(4), 50-53.

Zamel, V. (1995). Strangers in academia: The experiences of faculty and ESL students across the curriculum. College Composition and Communication, 46(4), 506–21.

Zheng, C., & Park, T. J. (2013). An analysis of errors in English writing made by Chinese and Korean university students. Theory and Practice in Language Studies, 3(8), 1342.