Discourse strategies and classroom learning: American and foreign teaching assistants

This study investigated the discourse strategies of American and foreign teaching assistants (TAs) in university classroom sections. The research sought to uncover the discourse strategies which facilitate or inhibit classroom learning, especially among individuals of different language and cultural backgrounds.; The research combined both qualitative and quantitative methods, including survey, non-participant observation, interviews, and sociolingusitic analysis of videotapings of TA led sections. TAs were drawn primarily from one introductory course with the same professor who employed both foreign and American teaching assistants. This approach was used to hold as many variables constant as possible: the course, the professor, the texts, and the academic quarter of instruction. Since undergraduate students chose their own sections according to their time schedules, individual student differences were distributed across all the sections.; To determine which teaching assistants facilitated classroom learning two measures were used, one objective, the other subjective. The objective measure of the TAs' effectiveness was based on the mid-term exam scores of the students and averaged for each TA's section. The subjective measure was based on a questionnaire administered to the students evaluating the effectiveness of their TA. One American and two foreign TAs were not rated effective. Section attendance and changes were optional. Students voted their preference with their feet. There were not significant differences between sections on mid-term exam scores.; The discourse strategies that facilitate classroom learning include: establishing common ground, providing a course overview, defining terms and concepts, flexibility in responding at the students' level, and conveying the professor's emphasis. Additionally factors like pace, organized blackboard usage, and review of the lesson were significant. The foreign and American TAs using these discourse strategies were rated effective. Conversely, those TAs who did not use these strategies were rated ineffective. These findings suggest that effective teaching assistance is not simply a matter of English language proficiency. Mastery of teaching techniques and discourse strategies are important for TA effectiveness. Further research is recommended to confirm findings on a larger population and to investigate additional aspects of TA - student classroom interactions.