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Hidden Roads : New Directions for Teaching and Learning, Number 138.

Author: Katherine Grace Hendrix; Aparna Hebbani
Publisher: Hoboken : Wiley, 2014.
Series: J-B TL Single Issue Teaching and Learning.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Database:WorldCat
Summary:
This issue uses the powerful narrative of autoethnography to make visible the existence of international professors and teaching assistants who speak English as a Second Language. These important, but often invisible, individuals contribute daily to the education of students within the US postsecondary educational system. This volume covers a variety of experiences, such as:Faculty of color teaching intercultural  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Hendrix, Katherine Grace.
Hidden Roads: Nonnative English-Speaking International Professors in the Classroom.
Hoboken : Wiley, ©2014
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Katherine Grace Hendrix; Aparna Hebbani
ISBN: 9781118923191 1118923197
OCLC Number: 881888040
Description: 1 online resource (234 pages).
Contents: Cover; Title Page; Copyright; From the Series Editor; About This Publication; About This Volume; Editors' Notes; References; 1: "Are You an Immigrant?": Identity-Based Critical Reflections of Teaching Intercultural Communication; Introduction; Brief Review of Relevant Literature; Critical Reflections and Analysis; Conclusion; Note; References; 2: College Is Not a Restaurant: Challenging Cultural Hegemony in the US Classroom; Introduction; Historical European Attitudes toward the US Education System?; Personal Experience with the Aversion to Abstract Forms of Knowledge. A Nonnative Teacher Challenging US HegemonyPitting Children against Their Own Parents?; Conclusion; Note; References; 3: Rapport and Knowledge: Enhancing Foreign Instructor Credibility in the Classroom; Introduction; Establishing Rapport; Demonstrating Knowledge; Reflections; Conclusion; References; 4: Open and Positive Attitudes toward Teaching; Introduction; My Teaching Experiences; Confirmation Model of Teaching; Interviews with Students; Implications from Students' Interviews; Recommendations for Nonnative-Speaking Teachers; Conclusion; Notes; References. 5: Opposite Worlds, Singular Mission: Teaching as an ITAIntroduction; Theoretical Foundations Guiding the Exploration of Life as an ITA in the US Classroom; Linguistic Competence; My Experience in the Classroom; Being Foreign, and from Africa!; Am I Such a Horrible Teacher or Are These Students Just Mean and Prejudiced?; Implications for My Fellow ITAs and US Academia; Note; References; 6: Capturing the Experiences of International Teaching Assistants in the US American Classroom; Introduction; Qualitative Research and Methods; Results. Discussion, Autoethnographic Reflections, and ImplicationsConclusion; Notes; References; Appendix; 7: International Instructor Preparing Teachers for Multicultural Classrooms in the United States: Teaching Intercultural Communication Competence Online; Introduction; The Multicultural Learning Environment; Teaching Intercultural Communication to Teachers: A Pilot Study; Reflections of an International Instructor and Researcher; References; 8: Talking Back: Shifting the Discourse of Deficit to a Pedagogy of Cultural Wealth of International Instructors in US Classrooms; Introduction. Mapping: Common Themes in "Talking Back"Remapping: Toward a Pedagogy of Cultural Wealth; Walking: Directions for Future Research; Note; References; Advert; Index; End User License Agreement.
Series Title: J-B TL Single Issue Teaching and Learning.

Abstract:

This issue uses the powerful narrative of autoethnography to make visible the existence of international professors and teaching assistants who speak English as a Second Language. These important, but often invisible, individuals contribute daily to the education of students within the US postsecondary educational system. This volume covers a variety of experiences, such as:Faculty of color teaching intercultural communicationInternational teaching assistants' attitudes toward their US studentsThe challenges to existing cultural assumptions in the US class.

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