Mitigating U.S. Undergraduates’ Attitudes Toward International Teaching Assistants

Abstract

Intelligibility problems between native speakers ( NS s) and nonnative speakers ( NNS s) of English are often attributed to some perceived inadequacy of the NNS s. This emphasis on the NNS s’ role in successful communication is highly problematic, given that intelligibility is a negotiated process between speaker and listener. In some cases, NS s have negative attitudes toward NNS s that impair their willingness to communicate with NNS s and to acknowledge proficient NNS speech. Thus, NS attitudes are also important factors in the success of NS – NNS communication. This article demonstrates a brief intervention that reduces negative language attitudes and thus promotes communication between NS undergraduates and NNS s who are international teaching assistants ( ITA s). Two studies are reported. In both, undergraduates engaged in cooperative problem‐solving exercises with ITA s. Results show that undergraduates exposed to structured intergroup contact subsequently rated ITA s higher in instructional competence and comprehensibility. Future applications of contact theory promise to improve NS s’ comprehension of nonnative English and to cultivate their global citizenship.