In this article, I reflect on efforts to revise the instruction and evaluation of an undergraduate writing consultant education course. The revisions are motivated by the desire to adopt practices that reflect the writing center’s commitment to social justice for multilingual/translingual students and by a commitment to provide an effective, flexible, and brave environment for writing consultants to continue their professional development. I argue that grounding understanding of multilingual writers in concepts that explicitly explore linguistic diversity and standardized 1 English ideologies as threshold concepts is essential to reconceptualize writing center practices. I also argue for the necessity of adopting a flexible system for reflection, engagement, and evaluation to support writing consultants’ learning and practice. I share prompts used in the course and some of the responses they generated. The responses suggest that although combining threshold concepts with a portfolio system is successful in supporting inclusive practices, there remains a need to expand more inclusive practices across the university.

Researchers should cite this work as follows:

• Basta, H., (2025), "The Multilingual Turn in a Tutor Education Course: Using Threshold Concepts and Reflective Portfolios", HSSCommons: (DOI: 10.31468/cjsdwr.807)

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1. Discourse and Writing/Rédactologie

Original publication: Basta, Hidy. "The Multilingual Turn in a Tutor Education Course: Using Threshold Concepts and Reflective Portfolios." Discourse and Writing/Rédactologie, vol. 30, 2020, pp. 237-257. DOI: 10.31468/cjsdwr.807. This material has been re-published in an unmodified form on the Canadian HSS Commons with the permission of Discourse and Writing/Rédactologie. Copyright © the author(s). Work published in DW/R is licensed under the Creative Commons CC BY-SA license