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Meeting the Needs of Culturally and Linguistically Diverse Students: A Framework for Inclusive Tutor & Faculty Development

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Title: Meeting the Needs of Culturally and Linguistically Diverse Students: A Framework for Inclusive Tutor & Faculty Development
Language: English
Authors: Kathleen Turner Ledgerwood, Sarah Kennedy
Source: Communication Center Journal. 2025 11(1).
Availability: National Association of Communication Centers. 738 South Mason Street MSC 1023, Harrisonburg, VA 22807. e-mail: ccj_editor@uncg.edu; Web site: https://janeway.uncpress.org/ccj/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Diversity, Cultural Differences, Language Usage, Student Needs, Inclusion, Faculty Development, Higher Education, Multilingualism, Cultural Awareness, Intercultural Communication, Second Language Learning, Reflective Teaching, Empathy, Feedback (Response)
ISSN: 2575-694X
Abstract: As higher education institutions become increasingly globalized, communication and writing centers play a pivotal role in addressing the needs of culturally and linguistically diverse (CLD) students. This article presents a framework for inclusive tutor and faculty development at Embry-Riddle Aeronautical University-Worldwide (ERAU-WW), a campus serving over 20,000 students across 100+ countries. Drawing on writing center and communication center scholarship, the study situates linguistic diversity within broader discussions of intercultural communication, linguistic justice, and inclusive pedagogy. The authors highlight how institutional structures and pedagogical practices privilege standardized academic English while marginalizing other linguistic identities. Using data from a large-scale institutional survey, the authors reveal that 17.55% of ERAU-WW students self-identify a native language other than English, who were previously overlooked in traditional institutional data collection. In response, ERAU-WW developed the Multilingual Student Support Teaching Certificate, a self-paced professional development course for faculty and tutors that integrates second language acquisition theory, intercultural communicative competence, and reflective teaching practices. This model emphasizes cultural empathy, effective feedback strategies, and inclusive classroom engagement. The article concludes by arguing that communication centers can serve as catalysts for institutional change, positioning inclusive pedagogy and linguistic justice as integral components of faculty and tutor development across higher education contexts.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499884
Database: ERIC
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  Data: Meeting the Needs of Culturally and Linguistically Diverse Students: A Framework for Inclusive Tutor & Faculty Development
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  Data: <searchLink fieldCode="AR" term="%22Kathleen+Turner+Ledgerwood%22">Kathleen Turner Ledgerwood</searchLink><br /><searchLink fieldCode="AR" term="%22Sarah+Kennedy%22">Sarah Kennedy</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Communication+Center+Journal%22"><i>Communication Center Journal</i></searchLink>. 2025 11(1).
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  Data: National Association of Communication Centers. 738 South Mason Street MSC 1023, Harrisonburg, VA 22807. e-mail: ccj_editor@uncg.edu; Web site: https://janeway.uncpress.org/ccj/
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  Data: As higher education institutions become increasingly globalized, communication and writing centers play a pivotal role in addressing the needs of culturally and linguistically diverse (CLD) students. This article presents a framework for inclusive tutor and faculty development at Embry-Riddle Aeronautical University-Worldwide (ERAU-WW), a campus serving over 20,000 students across 100+ countries. Drawing on writing center and communication center scholarship, the study situates linguistic diversity within broader discussions of intercultural communication, linguistic justice, and inclusive pedagogy. The authors highlight how institutional structures and pedagogical practices privilege standardized academic English while marginalizing other linguistic identities. Using data from a large-scale institutional survey, the authors reveal that 17.55% of ERAU-WW students self-identify a native language other than English, who were previously overlooked in traditional institutional data collection. In response, ERAU-WW developed the Multilingual Student Support Teaching Certificate, a self-paced professional development course for faculty and tutors that integrates second language acquisition theory, intercultural communicative competence, and reflective teaching practices. This model emphasizes cultural empathy, effective feedback strategies, and inclusive classroom engagement. The article concludes by arguing that communication centers can serve as catalysts for institutional change, positioning inclusive pedagogy and linguistic justice as integral components of faculty and tutor development across higher education contexts.
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      – SubjectFull: Cultural Differences
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      – SubjectFull: Language Usage
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      – SubjectFull: Student Needs
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Reflective Teaching
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