Language Challenges International Teaching Assistants Face in Teaching

Abstract

This thesis explores the language-related challenges faced by International Teaching Assistants (ITAs) in their classroom instruction at a Midwestern regional university. As integral contributors to undergraduate education in U.S. institutions, ITAs often encounter language challenges that affect their teaching effectiveness and classroom engagement. These challenges include pronunciation difficulties, limited vocabulary, managing spontaneous classroom discourse, and understanding colloquial or informal language used by students. The study employed a qualitative research design, collecting data through survey questionnaires and focus group discussions. The findings revealed that while ITAs demonstrated a strong commitment to their teaching responsibilities, they frequently struggled with communicative confidence, especially when responding to unexpected student questions or navigating real-time classroom dynamics. Despite these obstacles, ITAs adopt a range of self-initiated strategies to improve their language proficiency, including peer support, immersion in English-speaking environments, and independent learning. The study underscores the need for university-wide initiatives, such as specialized language workshops, cultural orientation sessions, and pedagogical training tailored specifically to the needs of ITAs. In light of these findings, participants recommended several institutional initiatives to better support ITAs. These include specialized language workshops focusing on pronunciation, opportunities to practice everyday American expressions, and interactive orientation programs that build classroom readiness and cultural awareness.

Date of Award	2025
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Rachael Ryerson (Supervisor)