Chinese 101, a prerequisite to Math 100? A look at undergraduate students' beliefs about their role in communication with international teaching assistants

Julie Ann Damron, Purdue University

Abstract

The purpose of this study was to look at the beliefs of native-English speaking undergraduate students towards their role in communication with their international teaching assistant (ITA) in the classroom or in office hours. The theoretical framework came from Sandra Savignon's definition of communication which states that communication is a two-way interaction. The data came from four focus group discussions in which undergraduate students were questioned about and discussed their ideas concerning communicating with ITAs. Data also came from an exit survey that was distributed at the conclusion of each focus group. Results of the focus group discussions indicated that students are so displeased with their international teaching assistants that they prefer to drop out of the class instead of trying to communicate with an international teacher. They felt that ITAs are unapproachable, strict, stick too closely to the book, and have little awareness of and sensitivity for the demands placed on undergraduate students. Throughout the discussion of ITA-student communication, students made it clear that it was not their job to put extra effort into communicating with an ITA and were generally unwilling to do so. Results of the exit survey substantiated the focus group findings and indicated that a majority of the students, if given the option, would prefer to never have another international TA. Based on these findings, the study concludes with a model for the pedagogical and linguistic instruction of ITAs as well as for the preparation of undergraduate students to communicate effectively with their international instructor.

Degree

Ph.D.

Advisors

Berns, Purdue University.

Subject Area

Bilingual education|Multicultural education|Communication

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