Most international teaching assistants (ITAs) have studied English for years, but they lack knowledge about language use. They are often unfamiliar with discourse features that will allow them to communicate more effectively when teaching. Misunderstandings are often caused by second language (L2) learners’ lack of experience with the discourse and sociocultural patterns of the target language (Demo, 2001). One of the features ITAs are often unaware of is the use of transitions and cohesive devices in speech, especially in teaching (e.g., “OK. Let’s move on to the next topic.”). Another area that ITAs often need to work on is responding effectively to questions. Allowing students to examine language through discourse analysis is a strategy that can be used in the L2 classroom to help students develop expertise in these areas (McCarthy, 1991). In ITA training, it is a powerful tool to get students to focus their attention on language use and aid them in noticing language patterns.

We incorporate discourse analysis strategies in our ITA training courses with the following goals in mind: (1) help ITAs notice discourse features used in academic lectures and presentations, (2) empower ITAs to become “language researchers,” (3) identify language they do not use in speech by comparing their own production to other linguistic samples. To accomplish these goals, we use the following kinds of activities for ITA training:

• Transcript Analysis: Students review lecture transcripts, underlining words and expressions of interest (e.g., definition language, process language, transitions). We use transcripts from MICASE, TED talks, and other online videos. Advanced academic listening textbooks can also be used. It is important to select lecture styles that ITAs are likely to teach (e.g., a concept, a process). Students can then list language (e.g., lexicon, transitional expressions) they observe in the lessons. In this article, we share two activities involving videos and transcripts. The first one focuses on the use of pronouns in the introduction to the course and description of the syllabus. The other one focuses on the use of imperatives in the explanation of a process. See two sample resources and transcript analysis activities we use in our classes. 

• Record-View-Transcribe-Analyze (RVTA): This activity allows ITAs to focus on form by transcribing and analyzing their own speech production. When ITAs are recorded in class, they are asked to view and transcribe their own speech sample. This activity allows students to learn how they are using language because they listen to themselves more carefully as they transcribe their own speech. They can focus on pausing and intonation, grammar, use of transitions, and so on. One activity that works well when ITAs are preparing to present a lesson in which they describe a process is to have them notice their use of transition language and compare it to the list of target transition language learned in class. After recording the lesson, students watch their video and transcribe the section of the lesson in which they explain the process. Then they underline the transitions they used in their sample and rewrite some sentences using different transitions. See our RVTA activity.

• Language Research: Students examine language patterns in the lectures they attend and collect specific samples. When they are asked do this research in the classes that they are enrolled in, they begin to notice language patterns, such as introductions, transitional expressions, questions, and clarification requests. This is also meaningful for ITAs because the language patterns are taking place in the context of their own fields. After collecting the samples, students present the results of their mini-study by sharing their notes with the class. This activity can be adapted for a variety of language features (e.g., introductions, transitions, directions). The activity we share here is geared toward responding to questions and is part of a unit in which students prepare to facilitate a review session based on two lessons they have previously taught. See our language research activity.

By analyzing discourse features in English, ITAs move beyond memorizing set phrases and begin to expand their vocabulary, grasp sociocultural features of English, and start to take ownership of their English use. ITAs find these activities very helpful because they allow them to notice the language they can use when teaching. Once familiar with transcript analysis activities, they appreciate the opportunity to transcribe and analyze a section of their own lesson. Because they have to pay close attention to their own language production, they are able to notice a variety of issues (e.g., grammar, intonation, pausing). We believe these activities have great potential because they can be adapted to focus on various aspects of language use.

References

Demo, D. A. (2001). Discourse analysis for language teachers. ERIC Digest. Retrieved from: http://www.cal.org/resources/digest/digest_pdfs/0107-demo.pdf

McCarthy, M. (1991). Discourse analysis for language teachers. New York, NY: Cambridge University Press.

Maria Beatriz Mendoza, PhD, has been ITA program coordinator at Florida State University (FSU) since 2005. She completed her doctorate in multicultural/multilingual education at FSU. Her primary area of interest is development of oral communication skills, but she is also interested in academic writing for international students. She is a native of Venezuela, where she taught EFL before moving to the United States to complete her graduate degrees.

Jennifer Grill, PhD, is an instructor in the ITA Program at Florida State University. She has been with the program for 2 years. Prior to working with ITAs, she taught EFL in Switzerland and ELL teacher education in the United States. She has degrees in adult education and multilingual/multicultural education. Her interests include English pronunciation, intercultural communication, and adult learning.