Writing center scholarship has focused extensively on how to consult with non-native English speakers but often fails to acknowledge the emotional dimensions of consulting with struggling English Language Learners (ELL). Writing center practitioners can more effectively assist ELL writers and support the emotional dimension of their writing experiences by allowing for more discussion of peer tutor techniques that foster a positive view of writing and support foreign language anxiety. Addressing the challenges faced by ELL students can help create more inclusive and comfortable learning spaces. A review of scholarship suggests future writing center scholarship should include more research on the appropriate and manageable peer tutor techniques for combating biases and encouraging ELL students to serve as writing center tutors. Keywords : English language learners, writing center, emotional states, foreign language anxiety, emotional labor, peer-tutor techniques