Tutoring across Languages: How Peer Tutors Navigate Arabic-English Interactions in the Writing Center

This study examines how peer tutors in a multilingual university writing center in the UAE use code-switching during Arabic-English interactions. We explore why tutors code-switch in tutorials and challenge the idea that it is a barrier to learning English. Instead, we show how it can encourage more inclusive and cultural awareness practices. We used audio recordings, stimulated recall, and interviews with Arabic-speaking tutors to understand the reasons for and value of code-switching. We focused on three tutors and three sessions. Our findings show that tutors code-switch to build rapport, lower anxiety, clarify ideas, and respond to cultural expectations. They also switch between Arabic dialects to improve understanding and connection. The results suggest that code-switching is not a problem in tutorials; rather, it is a useful tool that helps students participate and aligns with translanguaging theory. Tutors say this approach allows students to use all their language skills, encourages teamwork, and makes the environment more comfortable. By considering both teaching and cultural aspects, this study shows how code-switching supports inclusive and supportive writing center sessions. The findings offer practical advice for tutor training and highlight the need to help tutors use language in ways that support communication and respect students’ linguistic identities.