An Intersectional Analysis of the English-Competency Experiences of International Teaching Assistants

Abstract

International graduate students serving as teaching assistants constitute a major component of the teaching of undergraduate students at US universities, particularly in engineering. Prior literature on these international teaching assistants (ITAs) generally characterizes their linguistic experiences as challenges. This characterization can be attributed to an institutional environment that is reluctant to accommodate diverse ways of speaking English. This study applies an intersectionality framework to explore the variations in ITAs’ English-language experiences and the influence of the academic context on these experiences using semi-structured interviews and weekly reflections collected from seven engineering ITAs over a semester. Results of data analysis suggest that ITAs’ English proficiency varies based on their prior exposure to English in their home countries, and their English competence improves through their teaching experiences in the US. Participants’ experiences also highlight a perceived expectation to not only use English while teaching but also adapt to American English.

Workforce Diversity at Work: Exploring Ethnicity as Moderating in Age and Performance

“…Addressing the specific needs and limitations that students of varied identities encounter is critical to creating an inclusive classroom atmosphere that recognises and respects the complexities of human experiences (Possi & Milinga, 2017;Ainscow, 2020). The concept of Workforce Diversity in educational environments highlights the significance of comprehending, accepting, and accommodating the broad range of identities and experiences present among educators and students (Agrawal & McNair, 2021). This approach ultimately contributes to the improvement of educational standards and the advancement of fairness and inclusivity within colleges and schools (Tefera, Powers, & Fischman, 2018;Whitenack, Golloher, & Burciaga, 2019).…”