North American universities depend on international teaching assistants (ITAs) as a substantial part of the teaching labor force, which has led to the idea of an ‘ITA problem’, a deficiency model which is framed as a divergence between ITAs’ linguistic competence and undergraduates’ and their parents’ expectations. This outdated positioning of ITAs as deficient diminishes the invaluable role they play within the academy. This book argues instead for an approach to ITA which recognizes them as multilingual, skilled, migrant professionals who participate in and are discursively constructed through various participant frameworks, modalities and activities. The chapters in this volume offer state-of-the-art research into ITA using a variety of methods and approaches, and as such constitute a transdisciplinary perspective which argues for the importance of dialogue between research and practice.
Inhaltsverzeichnis
Chapter 1. Stephen Daniel Looney and Shereen Bhalla: Introduction: A Transdisciplinary Approach to ITA
Chapter 2. Lucy Pickering: The Role of Intonation in the Production and Perception of ITA Discourse
Chapter 3. Stephen Daniel Looney: Co-operative Action: Addressing Misunderstanding and Displaying Uncertainty in the Undergraduate Physics Lab
Chapter 4. Shiao-Yun Chiang: Instructional Authority and Instructional Discourse
Chapter 5. Okim Kang and Meghan Moran: Enhancing Communication between ITAs and U.S. Undergraduate Students
Chapter 6. Jing Wei: Examining Rater Bias in Scoring World Englishes Speakers Using a Transdisciplinary Approach: Implications for Assessing International Teaching Assistants
Chapter 7. Shereen Bhalla: A Community of Practice Approach to Understanding the ITA Experience
Chapter 8. Linda Harklau and James Coda: Situating ITAs in Higher Education and Immigration Policy Studies
Chapter 9. Greta Gorsuch: Using Course Logic to Describe Outcomes and Instruction for an ITA Course
Chapter 10. Stephen Daniel Looney: Conclusion – Five Imperatives for ITA Programs and Practitioners
Über den Autor
Shereen Bhalla is the Director of Education at the Hindu American Foundation, Washington, DC, USA. Prior to joining HAF, she was the Online Manager at the Center for Applied Linguistics and has over ten years of experience teaching both English learners as well as pre-and in-service educators on how to best meet the needs of their students. Her research focuses on identity construction within the South Asian community as well as the Three Language Formula and the role of Indian English.
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