Functions and Effects of International Teaching Assistants

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.