Intelligibility problems between native speakers (NS s) and nonnative speakers (NNS s) of
English are often attributed to some perceived inadequacy of the NNS s. This emphasis on …

The most common response to perceived lack of English language proficiency among
nonnative English speaking teaching assistants (NNSTAs), has been to set up workshops to …

Controversy continues to surround the instructional role of teaching assistants at large US
research universities who are not native speakers of English and who received their …

Most research focusing on the challenges that international teaching assistants (ITAs)
encounter in US classrooms employs a linguistic perspective. The present study furthers that …

In discussions of non-native speakers in ESP settings, the importance of discourse
communities has been emphasized (eg, Hyland & Hamp-Lyons, 2002). Native speakers are …

The intelligibility of nonnative English-speaking teaching assistants (NNSTAs) is an issue
that concerns researchers, administrators, teacher-trainers, and undergraduates. Based …

In response to dramatic changes in the demographics of graduate education, considerable
effort is being deveoted to training teaching assistants who are nonnative speakers of …

The instructional performance of international teaching assistants (ITA) in US universities is
generally considered as problematic due to linguistic and cultural differences in existing …

This chapter presents findings from a qualitative study which investigated the perceptions of
twenty‐five ITAs toward US American undergraduates. The participant cohort comprised …

US higher education has employed an increasing number of international teaching
assistants (ITAs) to teach undergraduate courses. This increase has been matched by …