{"id":874,"date":"2011-04-28T12:22:09","date_gmt":"2011-04-28T17:22:09","guid":{"rendered":"http:\/\/writing.wisc.edu\/blog\/?p=874"},"modified":"2011-09-21T21:33:50","modified_gmt":"2011-09-22T02:33:50","slug":"sitting-on-top-of-the-world-a-multilingual-writing-center","status":"publish","type":"post","link":"https:\/\/dept.writing.wisc.edu\/blog\/sitting-on-top-of-the-world-a-multilingual-writing-center\/","title":{"rendered":"Sitting on Top of the World: A Multilingual Writing Center?"},"content":{"rendered":"
<\/div>

<\/strong><\/em><\/p>\n

\"Writing<\/strong><\/em><\/strong><\/em>
Writing Center TA Manuel Herrero-Puertas<\/figcaption><\/figure>\n

By Manuel Herrero-Puertas. <\/strong><\/em>In an increasingly globalized world, more students start their papers with the phrase \u201cIn an increasingly globalized world. . . .\u201d Stale as this formula sounds, the truth is that globalization leaves no landscape unaltered. Consider academia. More than ever, universities provide international avenues where scholars from different countries meet and exchange knowledge and resources. Do we still think of U.S. universities as U.S. universities? Reconsider. The University of Wisconsin-Madison alone counts almost 4,000 international students from more than 110 countries, the 12th largest international population in a U.S. campus. This breadth and wealth of nationalities creates a fertile multilingual scene. UW-Madison offers instruction in roundly 80 different languages, some of which extend to graduate programs in which professional scholars write reviews, articles and dissertations in their target tongues. Students choose every year among 100 study-abroad programs, devoted mainly to hone second-language skills and, no doubt, to escape the infelicities of the Madison winter.<\/p>\n

Where does the Writing Center fit in this multilingual scheme? English remains the primary language of instruction at UW-Madison and at most higher education institutions across the nation. Yet, to abide by our mission statement and assist \u201cstudents in all disciplines,\u201d we should start considering the possibility of a bi-, tri- or even multilingual center. How to do this? What languages should we prioritize? According to what criteria? To what extent is this expansion gesture realistic, given the current moment of budgetary hostility? Pause for an aspirin.<\/p>\n

And a story that, I think, illuminates the payoffs of re-examining the writing center as a multilingual institution of global import. In Upside Down: A Primer for the Looking Glass World, Eduardo Galeano describes the world\u2019s most egalitarian place: a soccer field in Macap\u00e1, Brazil, where the midfield line lies exactly on the Equator. Each halftime, both teams switch sides and defend a different hemisphere (27). For Galeano, the Zer\u00e3o stadium\u2014so called because of its zero-degree latitude\u2014embodies an ideal vision of globalization, the vision of a world whose North and South repeatedly trade places, allowing its less privileged inhabitants to share the rights, resources and infrastructure of those on the lucky side of the fence, a world that forces the fortunate ones to re-experience life from an opposite angle of privation. In such world, frontiers don\u2019t signal division, but the exact spot of multiple negotiations and empathies.<\/p>\n

\"campofutbol3\"<\/p>\n

Historically, the writing center belongs in the Northern, most exuberant, half of the field. This doesn\u2019t mean it has to stay there. Top-quality writing assistance seems a luxury well nestled in Anglo-European educational spheres, incoherent in countries where the struggle for literacy focalizes every effort (one needs teeth to enjoy a steak; one needs to know how to read and write before drafting a good thesis statement). Nonetheless, the writing center can help us turning the world upside down (and I mean that as a good thing). When they successfully interact, writing instructors and student authors work out the kind of miracle that Galeano aims to see in Zer\u00e3o. The constant oscillation of authority, the different sources of expertise coming into play, the transfer of knowledge and skills taking place in conversation, all these exemplify the North-South reversals of the Zer\u00e3o metaphor. Our writing center stays in Madison, but our past, present and future tutees travel much distant roads, hopefully carrying with them talents that can be passed on and elaborated in their myriad destinations.<\/p>\n

This horizontal model fails every time we uphold English\u2014a certain kind of English\u2014as the sounding board for academic performance. Every week at the Multicultural Student Center satellite location, I tutor international students who don\u2019t speak English as their first language. 90% of the time their top priority is to \u201csound native enough.\u201d I\u2019ve grown fascinated by this phrase, which means\u2014I think\u2014to assimilate into a discursive and linguistic category that one doesn\u2019t rightfully belong to. It\u2019s like replacing Zer\u00e3o with a replica of the Tower of Babel and placing English at the top. When ESL students voice their desire to \u201csound native,\u201d they\u2019re looking at academic English from the ground below, willing to accelerate their ascent to the summit by dropping off linguistic ballast.<\/p>\n

\"brueghel-babel-tower\"<\/p>\n

This semester, I am committed to have my ESL students reconsider the notion of \u201csounding native.\u201d Before, I used to remind them that misuse of personal articles, odd syntactic structures and loose grammatical cores were not the exclusive flaw of offshore students, that native speakers can produce prose as murky and inaccessible as any foreigner\u2019s. I now realize that this approach perpetuates the notion of a proper versus an improper English, a standard code well polished and universally accessible (by \u201cuniversally\u201d meaning, of course, readable for university instructors) against an illegitimate, hybrid variation that bespeaks awkwardness and lack of revision. In one word: otherness. In the spirit of Galeano\u2019s fable, I\u2019ve started proposing an alternative understanding of \u201csounding native,\u201d one that identifies as \u201cnative\u201d every single component of the student\u2019s linguistic and rhetorical provenance. When tutees confess their fear of not sounding English enough, I make them signal to me the usages that, in their opinion, give away their ESL status. Then, I ask: \u201cWhat is it about this sentence that sounds foreign in your opinion?\u201d, \u201cHow would you express this idea in your own language?\u201d, \u201cHow would an automatic translation of that would sound in English?\u201d These questions operate a reversal of power in which students see themselves as linguistic authorities, an empowering process that the academic system often negates.<\/p>\n

Language, the raw material of any writing center, unites and divides. It unites in conversation; it separates us whenever a specific linguistic format becomes the incontestable mold. Writing conferences provide golden chances to negotiate, combine and recombine words into surprising new products. Yet, as one of my students mentioned once, \u201cexperimenting is great, but would I still get an A?\u201d Negotiation requires flexibility on both sides. I don\u2019t mean to say that ESL students shouldn\u2019t do their English homework, but 1) we all should the homework of multilingualism, and 2) the monodialectal essence of academic homework demands urgent revision.<\/p>\n

In due time, this would\u2014and should\u2014lead to a radical departure from the monolingual model at play in most writing centers. The individual student\u2019s defiance of academic English and its corseted standards should be joined by a larger, institutional effort to reassess our linguistic boundaries. I\u2019ve often been told that unclear writing mirrors unclear ideas. This is a dangerous lesson to a multilingual student, whose lack of clarity might not originate in a muddled brain but in a different, non-Western, epistemological framework. Many cultures think in circles, not in lines. With some extra time, effort, curiosity and investment the writing center might be able to start assisting students in languages other than English. Inevitably, such step will force us to acknowledge the broad spectrum of Englishes waiting at the gates of academe.<\/p>\n

Manuel Herrero-Puertas
\nMadison, WI<\/p>\n","protected":false},"excerpt":{"rendered":"

By Manuel Herrero-Puertas. In an increasingly globalized world, more students start their papers with the phrase \u201cIn an increasingly globalized world. . . .\u201d Stale as this formula sounds, the truth is that globalization leaves no landscape unaltered. Consider academia. More than ever, universities provide international avenues where scholars from different countries meet and exchange […]<\/p>\n","protected":false},"author":8,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[34,35,13],"tags":[],"class_list":["post-874","post","type-post","status-publish","format-standard","hentry","category-multilingual-writers","category-writing-center-tutors","category-writing-centers"],"yoast_head":"\nSitting on Top of the World: A Multilingual Writing Center? - Another Word<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/dept.writing.wisc.edu\/blog\/sitting-on-top-of-the-world-a-multilingual-writing-center\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Sitting on Top of the World: A Multilingual Writing Center? - Another Word\" \/>\n<meta property=\"og:description\" content=\"By Manuel Herrero-Puertas. 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