Overview

The writing center is a common writing support service in North America with unique historical and theoretical underpinnings (Boquet, 1999; Bruffee, 1984; North, 1984). In the last couple of decades, it has truly become a global pedagogy, being implemented in around 65 countries worldwide (e.g., Archer, 2007; Bräuer, 2002; Tan, 2011). Although writing centers have been well received by international scholars, more studies are needed to discuss the economic and political imperatives of establishing writing centers in respective contexts and possible impacts on different student populations as a result. To address this issue, this multilayered case study explores how the educational philosophy, pedagogical rationale and concepts of the global writing pedagogy are interpreted by administrators and enacted in pedagogical practice at Maple Leaves University (MLU)1, an internationalizing university in Japan. To examine the language planning stage, data were collected from interviews with five administrators and relevant university documents. For pedagogical practices, primary data included audio-recordings and student interviews from four tutor-tutee dyads concerning three types of writing tutorials: (a) Japanese students seeking consultation on Japanese writing, (b) Japanese students seeking consultation on English writing, and (c) international students seeking consultation on Japanese writing.

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