Making Better Use of the Native Teaching Assistant: Curricular Implications

Gutierrez, John R.

doi:10.1632/adfl.19.1.28

ADFL

1987

DOI: 10.1632/adfl.19.1.28

|View full text |Cite

Making Better Use of the Native Teaching Assistant: Curricular Implications

John R. Gutierrez¹

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...

Citation Types

Supporting

Mentioning

Contrasting

Year Published

1993

2010

Publication Types

Select...

Article3

Relationship

Self Cite0

Independent3

Authors

Journals

Cited by 3 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The adequacy of TA development for meeting immediate departmental and graduate student needs was questioned by several scholars (Byrnes, Crane, & Sprang, 2002; Gutiérrez, 1987; Magnan, 1993). Magnan discussed the trend of undergraduates enrolling directly in intermediate FL courses as partial impetus for allowing TAs to teach this level in light of institutional realities and TAs’ professional development needs.…”

mentioning

confidence: 99%

“…Magnan discussed the trend of undergraduates enrolling directly in intermediate FL courses as partial impetus for allowing TAs to teach this level in light of institutional realities and TAs’ professional development needs. In fact, Gutiérrez made a similar recommendation for native‐speaking TAs of Spanish, proposing that they teach cultural studies courses before lower level language courses. Byrnes et al discussed FL departments’ responsibility in regard to developing the language proficiency of nonnative TAs and suggested, like Dickson (1996), that TAs teach advanced FL courses to further develop both their teaching and linguistic abilities.…”

mentioning

confidence: 99%

See 1 more Smart Citation

The Professional Development of Future Professors of Foreign Languages: Looking Back, Looking Forward

Allen

Negueruela–Azarola

2010

The Modern Language Journal

View full text Add to dashboard Cite

Although the professional development of graduate students in foreign language (FL) departments is of critical importance, discussion of its significance and evolution was all but absent in the 2007 Modern Language Association report “Foreign Languages and Higher Education: New Structures for a Changed World,” a document advocating curricular and structural reforms of FL departments in forthright terms. This lacuna drove the current review, which traces the forms and foci of research appearing from 1987 to 2008 on the professional development of future professors of foreign languages. Empirical studies on the relation of graduate students’ beliefs and identities to their FL teaching experiences have integrated increasingly sophisticated research designs and theoretical frameworks over the past two decades; however, the primary focus of this field remained moving from a training perspective to a professional development perspective and substantiating this change with new practices that address FL graduate students’ long‐term needs as teachers and scholars. The authors call for a renewed focus on empirical research in this field and a more symbiotic relationship between research investigating the processes and outcomes of FL graduate student professional development and the practices called for in FL departments.

show abstract

mentioning

confidence: 99%

mentioning

confidence: 99%

The Professional Development of Future Professors of Foreign Languages: Looking Back, Looking Forward

Allen

Negueruela–Azarola

2010

The Modern Language Journal

View full text Add to dashboard Cite

show abstract

Communicative Grammar Teaching: A Problem for and a Message from International Teaching Assistants

Salomone

1998

Foreign Language Annals

View full text Add to dashboard Cite

Grammar teaching within the context of the communicative approach is an issue for the entire foreign language teaching profession. International Teaching Assistants (ITAs) find this topic particularly vexing because of their normally strong grammatically oriented language learning backgrounds. Qualitative data obtained from Teaching Assistant (TA) surveys, interviews, journal entries, and videotape critiques were analyzed to discover the specific concerns of ITAs about grammar and how these concerns influence the identified ITA problems of language, cross‐cultural communication, and pedagogy. A thematic summary of the data and pedagogical implications for TA and ITA training are presented and serve as a call to ITA trainers for clearer instructions about grammar teaching.

show abstract

Challenges in the 1990s for College Foreign Language Programs

Gorell¹,

Magnan²

1993

The Modern Language Journal

View full text Add to dashboard Cite

means, electronic, or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. end, AAUSC is pleased to present the first volume, Challenges for the1990s in College Foreign Language Programs. This volume presents papers in four key areas: 1) structure and articulation of language courses, 2) responsibilities of the language program director, 3) methodology courses and teaching assistant preparation, and 4) pedagogical materials. Seven articles are position papers; two are reports of innovative efforts at specific institutions; one is a research study; and the last is a comprehensive bibliography. Taken together, they represent the diverse interests of AAUSC, its members,

show abstract

scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.

Contact Info

hi@scite.ai

10624 S. Eastern Ave., Ste. A-614

Henderson, NV 89052, USA

Blog Terms and Conditions API Terms Privacy Policy Contact Cookie Preferences Do Not Sell or Share My Personal Information

Made with 💙 for researchers

Part of the Research Solutions Family.

Making Better Use of the Native Teaching Assistant: Curricular Implications

Cited by 3 publications

References 0 publications

The Professional Development of Future Professors of Foreign Languages: Looking Back, Looking Forward

The Professional Development of Future Professors of Foreign Languages: Looking Back, Looking Forward

Communicative Grammar Teaching: A Problem for and a Message from International Teaching Assistants

Challenges in the 1990s for College Foreign Language Programs

Contact Info

Product

Resources

About