Strategies to help students learn more effectively from
international teaching assistants (ITAs)
Strategies to improve communication with your ITA
Perspectives on Culturally Diverse Classrooms
ITA/AI Program Contacts
Other Useful Contacts
Strategies to help students learn more effectively from international teaching assistants (ITAs)
This publication will answer some commonly asked questions and present various strategies so you can benefit from your ITAs' expertise.
Your ITA's oral English proficiency has been assessed and rated as ready to teach at The University of Texas, Austin. In addition, all ITAs have prior experience teaching at US universities, or have completed teacher training at UT. The ITAs' academic qualifications are phenomenal, and there are many benefits to having an international TA.
As a student, you may initially feel scared, frustrated and helpless when first encountering a TA from a different culture. However, according to student evaluations, their ITAs' ability to communicate effectively was rated as being between very good and satisfactory. For most students, it was a matter of adjusting to their ITA's speech patterns and teaching styles.
NO!! The grades of students taught by ITAs are similar to those of students taught by native English-speaking TAs. Interestingly, research on calculus classes at UT shows that students taught by ITAs received more A's and fewer D's and F's than students taught by native English-speaking TAs.
Test yourself to see whether you have the intercultural know-how to work efficiently with your ITA
1. What's an echoic question? When should you use one, and why?
2. Can you improve your communication with nonnative English speakers by your own behaviors? How?
3. Are the objectives of education and learning styles the same world-wide? How can this effect you as a student?
Implicit in classroom behaviors and educational goals is a whole host of cultural values. For example, in the Far East, the goal of education is to achieve expertise, and memorize great stores of knowledge. By contrast, in the US, we emphasize applying skills, evaluating alternatives, and building a better mouse trap.
It is easy to see how these different goals lead undergraduates and their international instructors to different conclusions about how class time should be spent, how one should prepare for class, and for exams. Luckily, at UT, the diversity of classmates and faculty is such that we can receive a well-rounded education that prepares us to participate fully in our global society.
Strategies to improve communication with your ITA
Visit your TA during the first week of class to speed up the adaptation process.
For instance, you can show your ITA your homework or a draft of a paper before you turn it in for a grade. Take this opportunity to get your TA's insights about how to succeed in the course, and at the same time to attune yourself to your TA's speech patterns: "What resources do you suggest for my paper?" or "What are the steps to solve the problems on page 242?" While your TA is directing you to model term papers, sample test questions, and helpful resources, you are catching on to your TA's accent, signals for turn-taking and phrasing.
Take the initiative in improving classroom interactions.
Some TAs come from cultures where instructors are not used to being interrupted even if their students are confused. In many cultures, to interrupt, is interpreted as rude and insulting the speaker's expertise and authority. By contrast, Americans are socialized to interrupt immediately; they are very active listeners. It is the listener's responsibility to seek clarification and avoid confusion. We use oral feedback such as "uh huh, yes I see" as a sign of comprehension, whereas in other cultures listeners tend to be passive. Perhaps, the best method of resolving these cultural differences is to acknowledge them, and to discuss with your TA how to deal with your questions in class.
Examine each problem to determine whether it is really due to language, communication style, or other difficulties.
Often students are frustrated by difficult subject material, confusing instructions, or poorly functioning equipment. Once you've identified the real problem, don't hesitate to tell your ITA about it. International TAs are well trained professionals willing to rectify difficulties, but they are not mind readers.
Understand that teaching styles may differ.
You may feel that your ITA is unfriendly, formal, impersonal, or uncommunicative. However, this again may be the result of your TA's cultural background. In many cultures, classrooms are serious, and formal environments. Many ITAs have not fully adapted to our more informal classrooms and office hour visits. Nevetheless, ITAs at UT are committed to helping you learn. If their style is confusing or causing problems it is appropriate for you to suggest that they slow down, speak louder, use visual aids, handouts, or give more examples. With a little intercultural savvy, your ITA can be the source of grade saving advice.
Remember that communication — the negotiation of meaning — is a collaborative effort.
Initially, you may want to just drop the subject if your TA doesn't immediately understand your question, or if you don't understand his/her response. Don't abandon the effort by shifting to a different topic. Ask for clarification, check your understanding by rephrasing or giving examples.
With fellow native English-speakers, we repair the communication breakdown as follows:
"So what you're saying then is..."(rephrase the statement), " I'm not sure what you mean by ...." (repeat the word). Alternatively, we repeat the portion of the statement that we understood, and ask for clarification on the other part: " Government could do what to the economy?" This is called an echoic question. It lets the speaker know which part of the statement caused the confusion. Of course, we also need to be careful about using rising intonation to signal confusion. Frequently, nonnative English-speakers don't recognize rising intonation to signal a question.
If you have difficulties with your ITA, speak up.
UT is dedicated to providing students with a quality education. If your ITA is not helping you learn, you should calmly discuss the problem with the ITA. If your problem is not resolved, talk to the course coordinator or the professor. If you don't bring problems to the professor or coordinator's attention, he/she may not realize that students are having problems with the ITA, and the situation will improve.
On the other hand, once supervisors are alerted to problems, they will work with the ITA or others in the department to see that your problem is resolved. If you are still unsatisfied with the resolution, discuss it with the department chair. Additional guidance is available from the Ombudsman, the Dean of Students, and the ITA Program Coordinators. Their phone numbers are listed below.
How can you help with the training and preparation of ITAs at UT?
Contact the ITA Program to get involved in our ITA training courses and the ITA Communication Workshops which are held several times per year.
"In my country we have to respect professor very much. Cannot eat in the classroom. We have to sit the chair straight. In my department (here) everyone calls the professor by first name-I was very uncomfortable. I asked my advisor, she said it's very usual here, we're one family. In my country we call professor "sir", "professor", "doctor", or "teacher", respectful word. Also, we don't discuss between students and professor during class. Usually professor gives lecture. We can ask questions, but it cannot be critical. If someone asks critical question, he's going to be in trouble. But here it's very different. Many professors prefer critical questions, critical analysis. I had a little trouble with that. In one of my classes, the assignment was write a critical response to one book. Professor felt my reaction was so mild. It is really uncomfortable to me. Different cultural customs."
(Korean TA)
"When I was a freshman, I never went to see my TA. I wanted to stay as far away as possible from anything to do with UT. Now I'm back after being out of school for five years, and I have a totally different attitude about how helpful TAs can be. I have an ITA in my calculus class. Even though her accent is really thick, I see her before I turn in my homework and before every test. What a difference it makes. I don't care if she has an accent and communication is rough. She's much better than my other ITA whose accent is minimal, but looks at you like you're stupid when you don't understand her explanation. "
(Computer Science Major)
"I must be math and science phobic...I am really a literature person. Even though I thought I might be able to eke out a B in Astronomy, because my ITA ran the most helpful review sessions I got an A. He showed us how to approach the problems. When I was too shy to ask my questions in front of the whole class, he took time with me one on one to answer my questions after class. When he didn't know how the professor wanted certain problems done, he asked the professor, and found me after class to answer my question. Other students in the class would say to him 'Can't you speak better.' or 'I don't understand a word you're saying. Your accent is impossible.' Frankly, the ITA did have some problems such as using the phrase "these guys" instead of the word 'variables'. However, as soon as students asked him to explain the material, or slow down, he was more than willing to go over the material so we could understand. His review sessions were lifesavers."
(English Major)
"When I was a freshman, I didn't know what to say to my ITA. The uncertainty made me uncomfortable. However, by the time I was a junior my classmates and I would always go see the ITA as a group and ask about labs, tests, everything. It's funny how it just didn't matter after a while that the TA was from another country and spoke with an accent."
(Recent Biology Graduate.)
ITA/AI Program
International Office -- SHC 339
(512) 471-2482
UT CAMPUS MAIL A-7000
E-mail: itaprog@www.utexas.edu
U.S. Mail Address
International TA/AI Program
The University of Texas at Austin
International Office
P.O. Box A
Austin, TX 78713
Michael Smith
Director, ESL Services
Phone: 512-471-2482
E-mail: itaprog@www.utexas.edu
U.T. Learning Skills Center 471-3614
Ombudsman 471-3825
Dean of Students Office 471-1201
Counseling and Mental Health Center 471-3515
Students' Attorney 471-7796
The University of Texas at Austin
International TA Program
International Office -- SHC 339
Campus Mail Code A7000
P.O. Box A
Austin, Texas 78713
(512) 471-2482
E-mail: itaprog@www.utexas.edu
Web site http://ita.io.utexas.edu/
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of Texas at Austin
International Teaching Assistant Program