ABSTRACT
Tutors of second language (L2) writing are also tutors of the second language itself. Yet the role of an L2 tutor cannot be assumed without educating ourselves about how L2s are learned, which is a complex process explained differently by different theories of second language acquisition (SLA). Writing center directors and tutors should acquaint themselves with SLA theories, especially those that not only illuminate how L2 learning happens in tutorials, but also generate issues and questions for writing center research. This chapter explores three theories from SLA’s rich tradition that can widen the array of available tutoring and research approaches for writing center studies. First, the cognitively influenced input-interaction-output model is explained using examples from tutorials. Second, relevant writing center research that has used this theory is discussed. Then the same is done for sociocultural theory, followed by complexity theory. The chapter concludes by advocating an eclectic approach to SLA theories and writing center research.
