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An intersectional analysis of the English-competency experiences of international teaching assistants

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dc.contributor.authorAgrawal, Ashishen
dc.contributor.authorMcNair, Lisa D.en
dc.date.accessioned2022-01-08T18:41:50Zen
dc.date.available2022-01-08T18:41:50Zen
dc.date.issued2021-12-07en
dc.date.updated2022-01-08T18:41:48Zen
dc.description.abstractInternational graduate students serving as teaching assistants constitute a major component of the teaching of undergraduate students at U.S. 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 United States. Participants’ experiences also highlight a perceived expectation to not only use English while teaching but also to adapt to American English.en
dc.description.versionPublished versionen
dc.format.extentPages 950-969en
dc.format.mimetypeapplication/pdfen
dc.identifier.doihttps://doi.org/10.32674/JIS.V11I4.2343en
dc.identifier.eissn2166-3750en
dc.identifier.issn2162-3104en
dc.identifier.issue4en
dc.identifier.orcidMcNair, Elizabeth [0000-0001-6654-2337]en
dc.identifier.urihttp://hdl.handle.net/10919/107486en
dc.identifier.volume11en
dc.language.isoenen
dc.publisherSTAR Scholars Networken
dc.rightsCreative Commons Attribution-NonCommercial-NoDerivs 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en
dc.subjectDiversity and inclusionen
dc.titleAn intersectional analysis of the English-competency experiences of international teaching assistantsen
dc.title.serialJournal of International Studentsen
dc.typeArticle - Refereeden
dc.type.dcmitypeTexten
dc.type.otherJournal Articleen
pubs.organisational-group/Virginia Techen
pubs.organisational-group/Virginia Tech/Engineeringen
pubs.organisational-group/Virginia Tech/Engineering/Engineering Educationen
pubs.organisational-group/Virginia Tech/All T&R Facultyen
pubs.organisational-group/Virginia Tech/Engineering/COE T&R Facultyen

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