North American universities depend on international teaching
assistants (ITAs) as a substantial part of the teaching labor
force, which has led to the idea of an 'ITA problem', a deficiency
model which is framed as a divergence between ITAs' linguistic
competence and undergraduates' and their parents' expectations.
This outdated positioning of ITAs as deficient diminishes the
invaluable role they play within the academy. This book argues
instead for an approach to ITA which recognizes them as
multilingual, skilled, migrant professionals who participate in and
are discursively constructed through various participant
frameworks, modalities and activities. The chapters in this volume
offer state-of-the-art research into ITA using a variety of methods
and approaches, and as such constitute a transdisciplinary
perspective which argues for the importance of dialogue between
research and practice.
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