Functions and Effects of International Teaching Assistants

Wanda S. Fox · Geneva Gay

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Second Language Learning and Teaching International Student and Expatriate Challenges Evaluation of Teaching Practices

Abstract

The use of teaching assistants for undergraduate instruction at many research universities is becoming increasingly controversial. This study investigated issues and potential solutions connected with the use of nonnative English-speaking international teaching assistants (ITAs) at a large Midwestern university. The findings reported are based on triangulated data from surveys of four major stakeholder groups (course supervisors, native-English-speaking TAs, ITAs, and undergraduates), selected interviews, and analyses of written records.

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References

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2005U.S. Academic Institutions and Perceived Effectiveness of Foreign-Born Faculty 2019Teaching self-efficacy of graduate student instructors: Exploring faculty motivation, perceptions of autonomy support, and undergraduate student engagement 2009Student Attitudes Toward Native and Non‐Native Language Instructors 2011Resolving International Teaching Assistant Language Inadequacy through Dialogue: Challenges and Opportunities for Clarity and Credibility 2014Considering interlocutors in university discourse communities: Impacting U.S. undergraduates’ perceptions of ITAs through a structured contact program

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