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International Teaching Assistant (IT...

Youssef, Soha.

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International Teaching Assistant (ITA) Training Program at Bowling Green State University: Putting the Needs of ITAs and the Expectations of Undergraduate Native English-speaking Students NESSs in Conversation.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	International Teaching Assistant (ITA) Training Program at Bowling Green State University: Putting the Needs of ITAs and the Expectations of Undergraduate Native English-speaking Students NESSs in Conversation./
作者:	Youssef, Soha.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	327 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
標題:	English as a second language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10871539
ISBN:	9780438093263

International Teaching Assistant (ITA) Training Program at Bowling Green State University: Putting the Needs of ITAs and the Expectations of Undergraduate Native English-speaking Students NESSs in Conversation.
Youssef, Soha.

International Teaching Assistant (ITA) Training Program at Bowling Green State University: Putting the Needs of ITAs and the Expectations of Undergraduate Native English-speaking Students NESSs in Conversation. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 327 p.

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ph.D.)--Bowling Green State University, 2018.

Scholars such as Donald L. Rubin, Barbara S. Plakans, Consolata N. Mutua, and Monika Shehi reminded the English Language Teaching (ELT) field that a stigmatic pattern exists against International Teaching Assistants (ITAs), especially by their undergraduate native English-speaking students (NESSs). My dissertation examines this notion of stigma against ITAs at Bowling Green State University (BGSU): Does it exist? Does it occur pre-contact or post-contact? How does the existing ITA preparation course (ESOL 5050) at BGSU meet ITAs' academic and professional needs, undergraduate NESSs' expectations, and ITA program administrators' expectations? How do program administrators utilize end-of-semester course evaluations for ITAs' professionalization? To answer these questions, I conducted a qualitative, mixed-methods study in which I: -Surveyed two sections of ESOL 5050 I taught during fall 2016 and spring 2017, -Interviewed ITAs enrolled in the fall 2016 section, -Surveyed and interviewed a select random sample of undergraduate NESSs on the BGSU campus, -Surveyed and interviewed nation-wide (writing) program administrators involved in ITA preparation, -Interviewed BGSU's English for Speakers of Other Languages Director, and -Had a peer scholar facilitate two focus group sessions with ITAs enrolled in the spring 2017 section of ESOL 5050.

ISBN: 9780438093263Subjects--Topical Terms:

516208
English as a second language.

International Teaching Assistant (ITA) Training Program at Bowling Green State University: Putting the Needs of ITAs and the Expectations of Undergraduate Native English-speaking Students NESSs in Conversation.
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