Students at the University can frequently be heard complaining about discussion sections and teaching assistants. One issue that is often brought up is TAs for whom English is a second language.
Second-year College student Louisa Tavlas said having an international graduate student as her politics TA was a trying experience.
"My TA last year definitely had some difficulty with speaking," Tavlas said. "It was a learning experience for us and for him."
What most students may not know is that each TA is required to take a speaking proficiency test and is then assigned courses to take depending on his or her performance. The Center for American English Language and Culture provides services for international TAs, including training for prospective teachers.
Elizabeth Wittner, director of the International Teaching Assistant Training Program, said the test provides a method to assess what kind of training the prospective TA will need.
"We figure out whether they have low, medium, or high proficiency, and then they are required to take different courses based on their score," Wittner said. "Some don't have to take any at all. The courses are for improving oral communication in English."
Wittner pointed out that the courses are specifically aimed toward improving communication.
"Students are identified with the test based on speaking, not teaching abilities," Wittner said. "We are not assuming that they are not good teachers; it just helps them be better understood."
The class addresses three different areas: language, cross-cultural communication and teaching techniques.
Wittner said the goals of the program are basically for TAs to be able to communicate well with their students and convey material in a way that is understandable and appropriate.
College graduate student Xiaolan Fang said she tested well and only had to take two courses before being able to teach. Fang said her classes dealt with pronunciation as well as conversation and presentation. In these courses, Fang said undergraduate students who volunteered in the program were a helpful resource.
"Student volunteers talked about what they thought about international TAs so we would know what to expect when teaching," Fang said. "They also listened to our presentations and gave suggestions."
Wittner explained that each TA also works with undergraduate volunteers in other ways.
"We have volunteer programs as part of CAELC, which drives undergraduates as volunteers to do either language consulting, in which they meet weekly with a prospective TA as conversation partners, or they can become classroom consultants," she said. "The consultants come to courses at practice teaching sessions. They are a practice audience for the training and give feedback to TAs."
Wittner said the volunteers are very important for the program.
"The volunteers are good sources for TAs to find out about culture, and it is good for undergraduates to get a perspective on how hard TAs are working to improve their language and cultural understanding," Wittner said.
Fang said while instructing as a TA during fall of 2003 and 2004, students she taught in her classes were helpful as well.
"The students helped me a lot because sometimes I cannot think of words to describe what I am trying to say," Fang said. "The words would be on the tip of my tongue, and the students would try to help me figure it out."
Although students such as Fang's often are open-minded and helpful, there is still debate among students as to whether international TAs are an asset to learning or rather an impediment.
"What doesn't occur to people is language can be a barrier, but cultural assumptions are another one, and it can be very tough," Wittner said. "For example, if questions are seen as interruption or challenge to authority in one culture, then it can be difficult for the TA to adjust. Students here are much more used to interactions and more dialogue than in some countries."
Wittner said the misunderstandings go both ways.
"The TA may think of it as rude if interrupted, but if the TA thinks someone is wrong the student might be offended -- subtle differences can make for large problems," she said.
Yinbo Li, a graduate Engineering student who participated in international TA training, cited some differences between China and the United States to which she had to adjust.
"In classes here, students tend to make jokes that I cannot follow because we appreciate things in different ways," Li said. "What students think is funny, sometimes I do not. It can be distracting, but people are laughing, so I just have an open mind. It is just different."
Yet the most significant difference between the classrooms of the United States and China, according to Li, is the relationship between students and teacher. She found this change easier to accept.
"Here the teacher and students are equal," Li said. "Students have every right to talk. In China there is a hierarchy. The professor is an authority with power, although things are slowly changing."
Li said the more equal relationship found in the United States is a positive thing because teachers are friendlier.
Another difference Li mentioned is that in China there is a fixed pace for classes, while here there are more relaxed schedules. She said she finds the more casual learning environment of the United States to be advantageous.
"I think the learning experience is more beneficial here than in China," Li said. "At first I was a little shocked at the environment, but I think it is better. I am more cheerful and receptive. I feel that students in China are more quiet and under pressure."
Li said in her experience interacting with American students, she has encountered some mixed reactions.
Tavlas agreed that in her own experience, although there were some issues, students tried to work with the TA in improving communication.
"I was lucky because I was in a class with students who were understanding," Tavlas said. "They would help him out with speaking and were interested in his background."
Tavlas said her TA's feelings on the difference in teaching environments in countries were similar to Li's opinions.
"He would often compare his teaching experience from South Korea to the United States," Tavlas said. "He told us how the bond between the teachers and students was different because teachers there were more authoritative. It was interesting hearing his background."
There were some students, however, who were not as interested in hearing a foreign perspective.
"I think students prefer native speakers as teachers, and they are not always that patient with me," Li said. "But most students I've met are nice. They will give me time to speak and express myself. Usually they are open-minded."
Wittner agreed that students may be prejudiced against international TAs and may not listen to them as closely as they would a native English speaker.
"I think there can be knee-jerk reactions when a student hears an international TA that he or she does not understand," she said.
Yet according to Li, it is up to the TA to try to improve the clarity of what she is saying.
"I think that also TAs should try to communicate better and try to make progress," she said.
One method used in classes to help international students with communication stood out to Li.
"A brilliant idea was they had us listen to a recording of our own voice reading material out loud," Li said. "It made me pay attention to how I speak and was very helpful. It's hard for me to tell the difference between how I sound and other people."
To achieve the goal of strengthening communication between TAs and students, Wittner outlined some guidelines that are discussed in the training courses.
"We encourage all TAs to start a partnership with class," Wittner said. "They should introduce themselves and tell the students that if they have any problems to please let [the TA] know. They should also do midcourse assessments."
Fang agreed that assessments are an important way for prospective TAs to improve their speaking and communication skills.
"Feedback is important because you cannot recognize if you did a good job by yourself," Fang said. "After reading feedback from the classes I taught, I think I should do more to improve."
Although Fang acknowledged she can progress further, she said she felt prepared for her first class as a TA.
Since then, she has learned from her teaching experience.
"It was a little scary," Fang said. "There are different pronunciations for names in English, so I had to ask for help, and that was kind of embarrassing. Also, I need time to respond to questions, so to the students I am slow."
Nonetheless, Fang was appreciative of her teaching experience and said that discomfort due to occasional lapses in understanding was not a major issue.
"Basically, students show a positive attitude," Fang said.
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