Empathy for Multilingual Writers: A Path to Inclusive Writing Centre Support

DOI

10.2991/978-2-38476-521-8_22How to use a DOI?

Keywords

Empathy; multilingual writers; Writing Centre; inclusive pedagogy; social justice; Vygotsky

Abstract

Multilingual students in today’s academic environment often struggle to communicate effectively within the rigid conventions of academic writing. These struggles stem from a combination of linguistic, cultural and emotional challenges. Writing Centres, therefore, bear the responsibility of encouraging inclusive and compassionate environments where all students, regardless of their linguistic background, feel valued and supported. This study explores the transformative potential of empathy in enhancing Writing Centre support for multilingual writers, drawing on Vygotsky’s Sociocultural Learning Theory and academic literacies. Empathy is presented not only as a soft but as a crucial pedagogical practice - particularly in South African higher education, where students frequently face the compounded effects of linguistic marginalisation, socio-economic disadvantage and educational inequality. Empathetic tutoring practices, such as active listening, cultural humility and adaptability, help tutors move beyond surface-level correction to engage more deeply with students’ higher order needs. These practices align with translingual and social justice approaches, which recognise students’ home languages and ways of knowing as legitimate contributions to academic discourse. The study employed a qualitative research design, using reflective narratives from seven Writing Centre tutors at a University of Technology in KwaZulu-Natal, South Africa. Thematic content analysis of these reflections revealed that empathy significantly enhances consultation effectiveness. Tutors shared experiences where empathetic engagement is often expressed through switching between English and African languages such as isiZulu or isiXhosa enabling students to feel more comfortable, reduce anxiety and build confidence. Additionally, tutors recognised non-verbal signs of emotional distress and responded with support rather than judgement. Empathy also empowered tutors themselves, many of whom had experienced similar academic and linguistic barriers. Based on these findings, the authors recommend that empathy be embedded as a core competency in tutor training through workshops, peer-learning, and reflective practice. Training should focus on recognising emotional cues, embracing linguistic diversity and developing culturally responsive consultation techniques. The study concludes that empathy is central to inclusive academic support and calls for Writing Centres to intentionally adopt empathetic pedagogies that affirm the voices, identities and potential of multilingual students.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Nondumiso Shabangu
AU  - Patience Mutsvairigwa
AU  - Londeka Msani
AU  - Bongeka P. Gumbi
AU  - Nonduduzo Chonco
AU  - Philile Mchunu
AU  - Nozibusiso O. Mbava
AU  - Siqiniseko Buthelezi
AU  - Ntokozo Nomxoko
PY  - 2025
DA  - 2025/12/29
TI  - Empathy for Multilingual Writers: A Path to Inclusive Writing Centre Support
BT  - Proceedings of The Focus Conference (TFC 2025)
PB  - Atlantis Press
SP  - 352
EP  - 374
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-521-8_22
DO  - 10.2991/978-2-38476-521-8_22
ID  - Shabangu2025
ER  -