International GTAs

International GTAs/GLAs can receive guidance and support in the form of coursework, seminars and observations/coaching.

1. International GTA/GLA Course

ESL 7500 University Teaching for International Teaching Assistants (ITAs) is a semester-long course designed to improve the classroom communication and general teaching skills of international graduate teaching assistants. The course provides instruction and practice in classroom language and intercultural skills, as well as general teaching techniques. During the semester, students give several short field-specific presentations, which are videotaped, and receive feedback from classmates and the instructor. Students also observe undergraduate courses in their field of study to focus on classroom interactions, lesson presentation or instructor’s communication with students to confirm understanding.

This 3-credit hour (pass/fail) course is offered during the fall and spring semesters. In some semesters, the course is offered fully online. It can stand alone as a general foundation course for new teachers or serve as a vital supplement to departments’ pedagogy courses often designed for native English speakers.

For class schedule listings, go to GoSolar and search for English Second Language or contact Viviana Cortes, Coordinator of the ITA Program, at [email protected] or 404-413-5200.

Prerequisite: All international students are encouraged to complete their GSTEP evaluation before taking ESL 7500, but this course has no prerequisites. For information about the GSTEP, contact the GSTEP Testing Coordinator at 404-413-5200.

2. Workshops for International GTAs/GLAs

The second module consists of four online workshops accessed in iCollege. Students can work on those workshops at their own path after completing ESL 7500. Workshop topics include effective classroom communication skills, practical teaching suggestions for enhancing the multicultural classroom and giving effective feedback.

3. International GTA/GLAs Teaching Observations

Both new and experienced instructors can benefit from discussing their teaching with colleagues. Faculty trained in second language acquisition/classroom teaching can visit your class or lab and talk with you about your teaching (e.g., classroom communication skills, differing cultural expectations of your students, presentation styles, lesson planning). The observer will meet briefly with you to discuss your needs, visit your class/lab, and offer oral and written feedback and coaching. Observations are confidential.

To request an observation, contact us at [email protected].

4. Tutoring Services - Intensive English Program/English as a Second Language

The IEP & ESL Tutoring Services are available to all GSU students, faculty and staff whose first language is not English. Tutors can assist you in all skill areas include writing, speaking, listening and reading.

5. Tips for Teaching: Non-Native English Speaking Students

Today’s GSU students come from diverse cultural and linguistic backgrounds, and many are non-native English speakers (NNES). Teaching these students can present puzzling challenges. Some students, for example, do well on tests but rarely speak in class; when they do speak, they may be difficult to understand. Others may be vocal and sound native-like but struggle with academic reading and writing tasks.

NNES students at GSU tend to fall into two categories:

(1) international students who completed their secondary education in another country

(2) residents who have U.S. high school degrees but who may speak a language other than English outside the classroom. International students are often more challenged by listening and speaking in English than by writing and reading.

NNES residents are generally comfortable with conversational English but may be challenged by academic tasks. Mastering the language of academia requires time, especially for tasks performed in real-time, such as note-taking, in-class discussions and writing against time limits.

To help NNES students succeed, professors need not revamp their teaching style, but modifications can help. The following suggestions (Tips for Teaching Non-native English Students) are based on observations from teachers in GSU’s ESL Credit Program and the Intensive English Program; from surveys of NNES students at GSU; and from advice compiled from teaching centers of other U.S. universities.

–Margareta Larsson, Lecturer
Applied Linguistics and ESL, GSU