The Tutoring Book - California State University, Sacramento

As tutors, we should not make assumptions on the preferred learning style and language ability of the
students based on the labels we put on them, whether those labels are “native-speaker” or “ESL.”
Assumptions will negatively affect our tutoring methods and our respect for the students. Therefore,
Myers’ advice that tutors should patiently point out their errors again and again to ESL students, since
“students are not uniformly ready at all times to internalize everything pointed out to them,” could be
applied to all the students who could benefit from this method, no matter their accent (Myers 225).
One thing Myers does not bring up in her article is the existence of multilingual tutors, which
shows Myers’ assumption that tutors are all native speakers. But that’s simply not true, since there are
quite a few multilingual tutors in our Writing Center. As a multilingual tutor, my motivation is to help
students make sense of the very difficult material that I had to learn. I’ve picked up some tricks and
methods along the road to learn this language, and I gladly pass them along to all the students who
struggle with written English. Needless to say, I cringe when articles on so-called ESL students implicitly
label them as “only tutees,” because I feel left out.
As a multilingual student, I have encountered a lot of labeling. People hear my accent and think
I’m fresh off the boat and cannot put two English words together. When I say I’m studying English, they
often assume that I am studying the language, so I have to correct them and tell them that I’m working on
a Master’s degree in American Literature (it’s always a kick to see the facial expression change!). Native
speakers are not the only ones labeling me, since my multilingual students label me as well. When we
start the session, they hear my accent and their worried looks let me know that they are not sure I’m
proficient enough to help them with their language difficulties. They see me as an impostor, trying to pass
for someone I am not. It always makes me smile when I see that happening, because I want to tell them:
“People label you all the time and I know you hate it, so why are you labeling me?” But, as the session
goes on, they realize that I know the language without having forgotten how hard it is to learn it. They
then feel comfortable to vent their frustration at the difficulty of the English language to someone whom
they know can not only empathize, but sympathize.
This labeling back and forth of people based on their accents is a great loss of time and energy. It
also grossly oversimplifies the complexity of human beings. As you have probably noticed by now from
the class discussions, tutors mix and match techniques as needed in different situations. You will hear
tutors say: “Usually I am a minimalist, but when I notice that the student is getting frustrated, I take a
more directive approach…” If we are not comfortable putting a label on ourselves and want to keep some
freedom of movement between our different techniques, why are we so rigid with the labels we put on the
students? When you use the term “ESL,” find out what it really means to you, see who and what you are
focusing on and, more importantly, who and what you may have left out.
Myers, Sharon A., “Reassessing The ‘Proofreading Trap”: ESL Tutoring and Writing Instruction.” The St.
Martin’s Sourcebook for Writing Tutors. Ed. Christina Murphy and Steve Sherwood. New York:
McGraw-Hill, 2007: 219-236.
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