In this reflective piece, poet and Writing Studies scholar Saurabh Anand honors the legacy of Peter Elbow's student-centered pedagogy. Through a villanelle poem, Anand explores Elbow's enduring impact on his development as a teacher and scholar. Written in the wake of Elbow's passing, this poetic tribute from an Anglophone writer and writing center personnel working in the US highlights the enduring impact of Elbow's work on inclusive, writer-centered classrooms globally. The piece invites writing educators to reflect on how Elbow's legacy shapes their teaching practices today.

This piece explores the discussions surrounding multilingualism, internationalization, and queerness within writing center studies (WCS). As a branch of writing program administration (WPA), this piece situates above-disciplinary conversations in relation to second language studies (SLS) and broader language and literacy education scholarship to identify areas where disciplinary collaboration and attention are still needed, particularly around questions of professional development, administrative strategies, and pedagogies supporting multilingual writers in writing center spaces. This piece begins by reviewing the major trends, contributions, and key terms in existing literature centering on multilingual writers and SLS to identify ways and areas of collaboration and disciplinary efforts that still need attention within WPA, specifically WCS. Finally, the piece concludes with the author’s perspective, a gay multilingual writing center professional who grew up in a global Anglophone context, on positioning himself as an intersectional scholar ready to make an impact while showcasing his contributions to the ongoing conversation within current WPA and WCS research.

Utilizing three tutoring episodes as qualitative data, this article attempts to define and articulate multilingual labor in the context of the Southern US writing center while working with multilingual writers. Incorporating Betweener​ Autoethnography as a methodological lens and Descriptive/Self-affirmative framework, the author, a South Asian Rhetoric and Composition doctoral student from India and a multilingual speaker/writer, urges WC directors and peer tutors in the US how to consider fostering multilingual tutees’ writing development by intentionally critical creating moments where the languages of writers are received as assets, which often go unnoticed.

This piece informs my journey of thinking and contextualizing the validity of autoethnography as a decolonial qualitative research method in writing center scholarship. This piece provides the lilt of everyday writing center initiatives, labor, and workings using five email exchanges as data depicting my interactions with various writing center stakeholders as a transnational writing center studies student-tutor, administrator, and doctoral student from South Asia, specifically India. This piece also argues how I used my experiences as one of a writing center’s personnel as a tool of empowerment in my liminal position in my writing center and elaborates on those experiences, broadening the scope of research trajectories and mediums within writing center scholarship using counternarratives in the existing literature.