Composition Forum 41, Spring 2019 - From English-Centric to Multilingual: The Norman M. Eberly Multilingual Writing Center at Dickinson College

Oct 15, 2026

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Globalization and the rise of English as a lingua franca intensify the need for foreign language literacy, prompting the Norman M. Eberly Multilingual Writing Center at Dickinson College to provide peer writing tutoring in eleven languages. The profile traces the center’s development, explains the model’s rationale and benefits, and outlines collaborative governance and revised tutor-training goals. It also contextualizes concerns about English hegemony and shrinking language programs, arguing multilingual tutoring strengthens international understanding.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Composition Forum 41, Spring 2019

From English-Centric to Multilingual: The Norman M. Eberly Multilingual Writing Center at Dickinson College

Abstract

Context: Globalization and the urgency of foreign language literacy

Evidence: Program cuts and debates over English as lingua franca

The purpose of requesting a Commission on Language Learning

Writing centers and the English-centric tradition

Development of the MWC’s multilingual model

Model features and advice for becoming multilingual

Current Issue From the Editors Weblog Editorial Board Editorial Policy Submissions Archives Accessibility Search Composition Forum 41, Spring 2019 From English-Centric to Multilingual: The Norman M. Eberly Multilingual Writing Center at Dickinson College Noreen Lape Abstract: The forces of globalization and the development of English as a lingua franca have made many scholars and practitioners highlight the urgent need for foreign language literacy. The Norman M. Eberly Multilingual Writing Center (MWC) at Dickinson College addresses that need by offering peer writing tutoring in eleven languages. This profile explains the development of the MWC, the rationale and benefits of the model, the collaborative governance structure that undergirds it, and the redefined pedagogical goals of tutor training. A 2019 report from the Modern Language Association found that U.S. colleges and universities cut 651 foreign language programs between 2013-2016 (Johnson) . The cuts come at a time when foreign language literacy “has become more urgent,” as Jean Marie Schultz argues,“because of globalization”(72) . Schultz labels English the“Microsoft of languages” for its “dominant role in the marketplace.” She voices the concerns of foreign language scholars who fear that “learning languages other than English will fall away and that the cultural differences that are so valued in the field will be reduced and over time irrevocably lost to the lure of American materialism and economic forces”(69) . Schultz’s concerns about the hegemony of the English language are echoed by the 2014 U.S. House and Senate. In a joint letter to the American Academy of Arts and Sciences (AAAS), they argue: English is no longer sufficient as a lingua franca—neither at home or abroad. The percentage of the world’s population that speaks English as a first language is declining rapidly; if current demographic trends continue, only 5% will be native English speakers by 2050. At the same time, the ability to communicate in languages other than English has never been more important. (“Letter from Members”; “Letter from U.S.”) The purpose of this joint letter was to request that the AAAS form a Commission on Language Learning that would study the “current state of language education”(“Commission”) . In questioning the sufficiency of a lingua franca, the U.S House and Senate challenge monolingualism, maintaining that foreign language learning breeds “greater international understanding and cooperation,” which is necessary for solving problems—economic, scientific, diplomatic, technological, among others—from a global perspective. Writing centers, which originated in the U.S. , have been mainly English-centric, supporting both monolingual English speakers and multilingual English learners. Most international writing centers, including those located in countries in which English is not the native language, tend to support writers of English.{1} There is no scholarship on foreign language writing tutoring in English-language writing center publications—WLN: A Journal of Writing Center Scholarship; Writing Center Journal; and Praxis: A Writing Center Journal. Yet there has been growing interest in foreign language writing tutoring as evidenced by posts on the WCENTER listserv.{2} In addition, some writing centers provide foreign language writing tutoring at least on an ad hoc basis—such as when there is an English writing tutor who is fluent in another language(s) . The Norman M. Eberly Multilingual Writing Center at Dickinson College evolved from an English-centric to a multilingual model. Dickinson’s Multilingual Writing Center (MWC) responds in a unique way to the “CCCC Statement on Second Language Writing and Writers,” which urges writing programs to “recognize and take responsibility for the regular presence of second language writers in writing classes, to understand their characteristics, and to develop instructional and administrative practices t

FAQs

How does the Norman M. Eberly Multilingual Writing Center differ from an English-centric writing center?

It evolved into a multilingual model that supports writers across eleven languages and uses tutors in multiple language roles. It moves beyond remediation by serving proficient native speakers and multilingual writers alike while focusing on writing processes and cultural differences.

Oct 15, 2026

Uploaded by kopisore