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

Intro -- Hidden Roads: Nonnative English-Speaking International Professors in the Classroom -- CONTENTS -- FROM THE SERIES EDITOR -- EDITORS' NOTES -- References -- 1 "Are You an Immigrant?": Identity-Based Critical Reflections of Teaching Intercultural Communication -- Introduction -- Brief Review of Relevant Literature -- Identity Concerns among International Faculty -- Identity Challenges in Teaching Intercultural Communication -- Critical Reflections and Analysis -- Case Background -- Moments of Becoming (Re)Racialized as a Minority Faculty -- Moments of "Othered" as a Foreign Faculty -- 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 College or a Restaurant? -- The Student Perceived as Our Client -- Are You a Communist? -- A Nonnative Teacher Challenging US Hegemony -- Pitting Children against Their Own Parents? -- Conclusion -- Note -- References -- 3 Rapport and Knowledge: Enhancing Foreign Instructor Credibility in the Classroom -- Introduction -- Establishing Rapport -- Understanding -- Openness -- Role Modeling -- Communication Space -- Demonstrating Knowledge -- Subject Expertise -- Presentation Clarity -- Relevant 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 ITA -- Introduction -- Theoretical Foundations Guiding the Exploration of Life as an ITA in the US Classroom.

Standpoint Theory -- Muted Group Theory -- 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 -- Study Design and Participants -- Data Analysis -- Results -- PhD and MA Group Differences -- Years of Teaching -- Discussion, Autoethnographic Reflections, and Implications -- Autoethnographic Reflections -- Implications -- Conclusion -- 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 -- Training the ESL Teacher -- Being an International Faculty Member in the United States -- Teaching Intercultural Communication to Teachers: A Pilot Study -- Method -- Results -- Discussion -- 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 -- INDEX -- Other Titles -- Order Form -- EULA.

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 communication International teaching assistants' attitudes toward their US students The challenges to existing cultural assumptions in the US classroom. These experiences-in the form of challenges and contributions-are foregrounded and highlighted in their own right. This is the 138th volume of the quarterly Jossey-Bass higher education series New Directions for Teaching and Learning. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.