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| Leadership Updates |
| LETTER FROM THE EDITORS |
| Olga Giswold, Jana Moore, Benjamin White, Pauline Carpenter, and Ruth Roberts-Kohno |
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| UPDATE FROM ITAIS CHAIR |
| Kimberly Kenyon, Cornell University, Ithaca, New York, USA |
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| UPDATE FROM ITAIS INCOMING CHAIR |
| Rebecca Oreto, Carnegie Mellon University, Pittsburgh, Pennsylvania, USA |
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| UPDATE FROM ALIS CHAIR |
| Eli Hinkel, Seattle University, Seattle, WA USA |
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| UPDATE FROM ALIS INCOMING CHAIR |
| Hayriye Kayi-Aydar, University of Arkansas, Fayetteville, AR USA |
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| Articles |
| STANDARDIZED ASSESSMENTS AND ITA CERTIFICATION PROGRAMS |
| Timothy Farnsworth, Hunter College, CUNY, New York, New York, USA |
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This article provides information on the prevalence of TOEFL iBT use in ITA programs and summarizes relevant research on the topic as well as some tentative conclusions. ITAs are commonly assessed on oral English proficiency before being assigned to teach undergraduate sections or lead lab sessions. The TOEFL was designed for general university admissions, not specifically for ITA certification. Thus, to consider using the TOEFL Speaking section for ITA certification, a separate validation process must be undertaken. Read More |
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| IMPROVING DISCOURSE INTONATION FOR INTERNATIONAL TEACHING ASSISTANTS: HOW SLOW THOU ART |
| Greta Gorsuch, Texas Tech University, Lubbock, Texas, USA |
This article describes a recently completed study in which I used audio-supported repeated reading and awareness raising tasks to help ITAs improve their discourse intonation. I make suggestions for instruction and comment on the demonstrated slowness of L2 development for ITAs, and what this means at an institutional level.
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| WHAT WE CAN LEARN FROM HIGH-PROFICIENT TEST TAKERS' RESUMPTION STRATEGY |
| Hye Ri Stephanie Kim, University of California, Los Angeles, California, USA & Innhwa Park, West Chester University, West Chester, Pennsylvania, USA |
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This paper examines test takers’ resumption strategies in an oral proficiency exam for ITAs. Among a variety of strategies identified in the data, we focus on one particularly effective resumption strategy used by the test takers who passed the exam: referring to the previous topic as well as foreshadowing the upcoming topic. Read More |
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| REVISITING PRACTICE: A MODEL OF CONVERSATIONAL INVOLVEMENT FOR THE ITA CONTEXT |
| Lucy Pickering, Texas A&M-Commerce, Commerce, Texas, USA |
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The conceptual model reconceives ITA training as an example of conversational involvement and thus focuses on broader principles underlying interactional success than have traditionally been the concern of ITA program curricula. As resources become increasingly scarce for ITA programs, it offers thoughts on a possible alternative model of practice. Read More |
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| GRAD STUDENT CORNER |
| INTERNATIONAL TEACHING ASSISTANT VOICES |
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Four international teaching assistants share experiences and offer suggestions on what they think ITA training programs should provide, illuminating common themes (e.g., feelings of insecurity, attention to teaching style, importance of culture and language) and different assumptions regarding effective training (e.g., purpose of pronunciation training and role of native speakers). Have thoughts? Start a discussion in your respective IS online communities. Read More |
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| ABOUT THIS COMMUNITY |
| CLOSING LETTER FROM ITAIS EDITOR |
| Pauline Carpenter, ITA IS Newsletter Editor |
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| CLOSING LETTER FROM ALIS EDITOR |
| Olga Griswold, ALIS Newsletter Editor |
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