An EAL (English as an Additional Language) writer is a writer who has added English to a linguistic repertoire they already have—additional rather than second, because English is not necessarily the second language learned (Cox, 2016). Writers who use English as an additional language to their are a significant part of who we work with and, as such, we want to make sure you know the terminology we use to best understand and support the diverse range of EAL writers who come to the Writing Center. We also want to make sure you have research-informed practices for prioritizing what to address in appointments with EAL writers. This chapter of the handbook discusses these topics, and provides examples of specific tutoring “roles” you can take on, depending on what a given EAL writer needs.
Two commitments shape our work with EAL Writers:
EAL writing is produced by a writer whose first language is not English, and it spans every level of proficiency in speaking, reading, and writing.
It can differ from writing produced by native English speakers. When it does, the feedback a writer needs may range from sentence-level concerns to differences in cultural knowledge or in how a text is structured. Your job is to adapt to what this particular writer needs while welcoming linguistic diversity — not to move the writing toward one standard.
<aside> 🌏
The strategies elaborated here about best practices for working with writers for whom English is an Additional Language are part of our overall commitment to Linguistic Justice & Diversity.
One important note: never assume that a writer you’re working with is an EAL writer, or that they’re seeking help with language and grammar. Instead, as with any writer, ask about their assignment, concerns, and previous writing experience. Through this line of questioning, you avoid microaggressions, and uncover more about their individual writing identity
</aside>
When a writer registers for an account in WCOnline with us, they are asked to describe themselves when it comes to a range of linguistic identities. Since 2020, about 12% of writers describe themselves as English language learners (and about 21% describe themselves as multilingual).
Linguistic identities overlap and writers place themselves in more than one at a time. A writer who identifies as “multilingual” may or may not want this aspect of their identity to be applied to their appointment. Take your cue from what the writer tells you, not from what you infer.
Adapted from Cox (2016)
| Term | What it means | How we use it |
|---|---|---|
| EAL (English as an Additional Language) | A writer whose first language is not English, at any level of proficiency in speaking, reading, or writing | This is the term we use. It's inclusive of writers who have learned several languages |
| ESL (English as a Second Language) | The older, more common term | Avoid. English isn't necessarily the second language learned |
| LX (L2, L3, and so on) | Names a specific language as a writer's second, third, and so on | Useful when precision matters |
| NES / NNES (Native / Non-Native English Speaker) | Writers who did or didn't learn English in an "inner-circle" Western country | You'll see NES used below as shorthand for the academic norms US universities expect. We don't use either term to label writers. |
A writer's status as an EAL writer is theirs to share, not yours to assign. Let writers name their own linguistic background, and take your cue from what they say they want to work on.