[Paleopsych] CHE Colloquy Invitation: Teach Impediment
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Mon Apr 4 16:44:46 UTC 2005
Teach Impediment: When the student can't understand the instructor, who is
The Chronicle of Higher Education, 5.4.8
Join a live, online discussion with Donald L. Rubin, a professor
of speech communication at the U. of Georgia, about what should be
done to deal with classroom language barriers, such as the accented
English spoken by many foreign instructors, on Thursday, April 7, at 2
p.m., U.S. Eastern time.
By JOHN GRAVOIS
On the phone from Fargo, N.D., State Rep. Bette Grande's voice rings
with clarity. "Colleges are a business," she says in a starched
Midwestern accent. "When we put research as our No. 1 focus, we forgot
the student," she says. "We got ourselves all turned around."
Ms. Grande could be talking about any of the ills plaguing a modern
university -- drops in per-student spending, tuition increases, or
maybe the lack of face time with professors. But she has something
much more contentious in mind.
She wants her state's university system to do something about the fact
that its students can't understand what the heck their foreign-born
instructors are saying.
Late in January, Ms. Grande proposed a bill in the North Dakota
legislature to prod public institutions of higher education in
precisely that direction. Under her bill, if a student complained in
writing that his or her instructor did not "speak English clearly and
with good pronunciation," that student would then be entitled to
withdraw from the class with no academic or financial penalty -- and
would even get a refund.
Further, if 10 percent of the students in a class came forward with
such complaints, the university would be obliged to move the
instructor into a "nonteaching position," thus losing that
instructor's classroom labor.
Almost as soon as the bill went public, Ms. Grande realized she had
touched a nerve. Calls and e-mail messages poured in from all over
North Dakota and from as far away as Florida and Arizona. In nearly a
decade as a legislator, Ms. Grande had never attracted such a
prodigious and impassioned response.
That's probably because anyone who has studied mathematics,
engineering, computer science, or economics at an American university
in the past decade is likely to have harbored the frustrations Ms.
Grande's bill aims to soothe. With rising international enrollments in
graduate programs, classroom language barriers have become both a
public hobbyhorse and a subject for scholarly study in their own
right. In more than a dozen states, legislatures have passed laws to
set English-language standards for international teaching assistants.
But Ms. Grande's bill was designed to send a stronger message: If you
can't speak the language clearly, get out of the classroom.
Meanwhile, from the sidelines, linguists are sounding a cautionary
note: The natives are restless, sure -- but maybe they should try
A Global Academy
Ms. Grande took up her cause last fall, over the course of several
visits to North Dakota State University's main campus to campaign for
fellow Republicans running in the November elections. There she spoke
with former students of hers (when the legislature is not in session,
Ms. Grande is a middle- and high-school substitute teacher), friends
of her college-age son (a student at North Dakota State), and various
kids who had grown up in her neighborhood.
When she asked how their classes were going, she was dismayed to
discover how many said they were having trouble wading through a
professor's accent. What was worse, the students suggested that the
university did not seem interested in doing anything about it.
Ms. Grande sensed a public failing. She approached administrators
about the issue, but received responses she found to be tepid at best.
"I found it as frustrating as any student had described," she says.
"'This is something that the students should work through; it's a
diversity issue,' they told me."
"There were more excuses," Ms. Grande sizes up, "than there were
avenues to remedy the situation."
At that point she began paving an avenue of her own with the language
of a deliberately unforgiving bill. ("If you don't push it to the
envelope where they see that it's going to affect them financially,"
she says, "they're not going to come to the table.")
R. Craig Schnell, North Dakota State's provost, defends the
university's policy on foreign teaching assistants, which is built on
a series of written and spoken language-proficiency tests and, for
those who fail them, remedial classes in English as a second language.
"We think we've had pretty good luck with it," he says. He also
stresses the importance of exposing students to international
influences, especially students from a place like Fargo.
"I think North Dakota's fairly provincial," he says, "and if you sound
in any way different, that's a point of contention." Those hang-ups
are something students must grow past, he insists. He then cites one
of the basic premises -- for Ms. Grande, a basic excuse -- of
contemporary higher education: "We're going to live in a global
society," Mr. Schnell says, "and we have to be prepared."
Mr. Schnell is probably right about the way the world is heading:
There are now many times more nonnative speakers of English in the
world than there are native speakers of English, and the gap is likely
to widen. But higher education is heading in that direction much
faster than are most Midwestern towns.
In 2003 just under 41,000 people earned new Ph.D.'s from American
universities, according to the federal "Survey of Earned Doctorates."
Of those, about 12,200 -- roughly 30 percent -- were citizens of other
countries. In engineering, foreigners have outnumbered U.S. citizens
among new Ph.D.'s for the past 20 years. In the physical sciences,
meanwhile, 45 percent of the students are foreign. Among all those who
earned doctorates from American universities between 1999 and 2003,
the most common source of undergraduates was the University of
California at Berkeley. But the second most common was Seoul National
University, in Korea.
For Nicholas P. Hacker, a 23-year-old resident of Grand Forks who is
both a freshman member of the North Dakota Senate and a senior at the
University of North Dakota, those trends have hit home with unhappy
Mr. Hacker says he has taken several classes where the instructor's
accented English was difficult to comprehend. "There were days when I
would go home and have to study the material that they had taught, for
the simple reason that I couldn't understand the things that came out
of their mouth," he says. "It's one thing to go home and study a
concept, another not to understand what the professor was saying."
Those experiences are part of what led Mr. Hacker to co-sponsor Ms.
Grande's bill. "Sometimes we forget who our real customer is in higher
education," he says, "and that's what this bill is -- it's a
Evidence that instruction in accented English affects the learning
process is not all anecdotal. George Borjas, an economist at the John
F. Kennedy School of Government at Harvard University who studies
immigration, says he has found evidence that foreign-born instructors
do indeed have a withering effect on undergraduates' academic
In 2000 Mr. Borjas, who is a Cuban immigrant, published a study of
students enrolled in a two-term principles-of-economics course at a
large, top-ranked public university. By focusing on the students who
had one term of a discussion section taught by an American teaching
assistant and the other term taught by a foreign-born teaching
assistant, he was able to study the effects of exposure to the
different types of teachers while controlling for differences among
On balance, he found that undergraduates' final grades slid by 0.2
points (on a four-point scale) when they had a foreign-born
The question is, do such academic breakdowns happen because
universities aren't doing enough to prepare international teaching
assistants for the classroom, or because American undergraduates, the
beleaguered consumers themselves, simply tune out when faced with
someone who is sufficiently different from them?
Late in the summer of 2002, Min Liu flew from Shanghai, China, to
Fargo to begin a Ph.D. in communication at North Dakota State. Aside
from a small battery of language-proficiency tests administered on her
second day in the United States, she says she was treated no
differently from any other incoming graduate student.
Ten days after stepping onto American soil, she was teaching her first
Ms. Liu says she felt woefully unprepared when she first stepped into
that classroom. Though she did attend a weeklong departmental
orientation for all new teaching assistants, she says there was no
effort to socialize her as a foreigner into the mores of American
higher education -- much less North Dakotan higher education. "Had I
known the problems I was to get myself into," she says, "I wouldn't
Even today, three years after arriving in the United States, Ms. Liu
says she still gets two or three complaints per course -- always on
anonymous end-of-semester course evaluations and never from a student
in person -- saying that she is difficult to understand and does not
speak English well enough to teach. But she believes the hang-ups are
more cultural than linguistic.
"When I taught as a TA back in China," she says with an intonation
that approaches newscaster's English, "I experienced a totally
different classroom culture. I had total authority in the classroom.
Here, it's almost like the opposite."
While Ms. Liu feels that North Dakota State leaves its international
teaching assistants largely to fend for themselves in their new
linguistic and cultural landscape, a number of American universities
have taken greater pains -- often at the prodding of state
legislatures hounded by calls from unhappy parents and students -- to
prepare their foreign-born teaching assistants for the classroom.
At the University of Alabama at Tuscaloosa, foreign-born teaching
assistants go through an intensive two-and-a-half-week program that
meets for five to six hours a day in the summer. The program
encompasses management strategies and teaching methodologies for
American classrooms, campus dynamics, and the broader scope of
American culture, in addition to focusing on simple language fluency.
Meanwhile, at institutions like Vanderbilt University and the
University of Minnesota-Twin Cities, foreign-born teaching assistants
are paired with undergraduate tutors whose function is to expose the
newcomers to both the rules and idiosyncrasies of students' behavior
At the University of Michigan at Ann Arbor, incoming international
teaching assistants participate in role-playing exercises in which
they play students and teachers, or in which a student theater group
acts out a number of different classroom scenarios for them to
These programs have their proud advocates, but are they effective? Do
undergraduates still complain that they can't make heads or tails of
what their foreign instructors are saying?
"Yep," says Diane Larsen-Freeman, director of the English Language
Institute at the University of Michigan, home to one of the most
robust international orientation programs. "We do get undergraduates
who will complain."
In 1988 Donald L. Rubin, a professor of education and speech
communication at the University of Georgia, began toying with an
experimental model that would occupy him for the next several years:
He gathered American undergraduates inside a classroom and then played
a taped lecture for them over high-fidelity speakers. The lecture
-- an introduction to the Mahabharata, say, or a discourse on the
growing scarcity of helium -- was delivered in the voice of a man from
While the undergraduates sat and listened, they faced an image
projected onto the classroom wall in front of them: Half the time, it
was a photograph of an American man ("John Smith from Portland"),
standing at a chalkboard and staring back at them. For the other half
of the testing groups, the slide projected before them was that of an
Asian man ("Li Wenshu from Beijing"), standing at the same chalkboard.
The two figures were dressed, posed, and groomed as similarly as
Now for the interesting part: When the students were asked to fill in
missing words from a printed transcript of the central Ohioan's taped
speech, they made 20 percent more errors when staring at the Asian
man's image than they did when staring at the picture of "John Smith."
What did that mean?
"Students who expect that nonnative instructors will be poor
instructors and unintelligible speakers can listen to what we know to
be the most standard English speech and the most well-formed lecture,
and yet experience some difficulties in comprehension," Mr. Rubin
says. "All the pronunciation improvement in the world," he says, "will
not by itself halt the problem of students' dropping classes or
complaining about their instructors' language."
At the request of The Chronicle, Mr. Rubin conducted an interview with
Ms. Liu to gauge her speaking proficiency. To do so, he used a
modified version of the oral examination most widely used in American
universities to test foreign-born instructors, the Speak test.
When the test was done, he gave Ms. Liu the maximum score.
"If one actively looks for evidence of native Chinese language
interference in Ms. Liu's speech, it is detectable," he writes in an
e-mail message describing their conversation. He notes that she does
drop an article every now and then ("Although this phenomenon may
irritate listeners who are native speakers of English," he writes, "it
is unlikely to affect comprehensibility"); she occasionally blends "r"
and "l" sounds ("also of minor communicative significance at the rate
and degree she exhibits"); and she sometimes produces vowel sounds
that are "a little more tense" than would be exhibited by a native
speaker of English.
"This marks Ms. Liu as not a native speaker of English," Mr. Rubin
writes, "but does not interfere with her intelligibility." Moreover,
the vocabulary that she has at her disposal in both speaking and
listening, he goes on, is "sophisticated and probably more fluent than
Yet still, every time she teaches, undergraduates complain about her
All of this brings Mr. Rubin to an idea that is just beginning to
figure fully into the nationwide discussion of communication
breakdowns in foreign-born teaching assistants' classrooms: "We must
accompany support for international instructors' teaching skills with
support for U.S. undergraduates' listening skills," he says, "in
particular their ability to listen effectively -- and that means
nonprejudicially -- to world Englishes."
Representative Grande's bill, however, rose in the public eye
precisely because it was designed to give students the power to oust
accented instructors -- a menacing prospect for foreign-born teaching
assistants. "It's too harsh," says Syed Rahman, a Bangladeshi graduate
teaching assistant in North Dakota State's computer-science department
-- one of the most international corners of the university.
For Ms. Liu, the entire issue brings on a certain amount of despair.
'A Convenient Excuse'
International teaching assistants are "set up for failure," Ms. Liu
says. "No matter how hard they try, their foreignness will always work
against them and provide a convenient excuse for the students who want
to resign from a class without taking the responsibility as a
After several weeks of discussions with higher-education experts,
amendments, and deliberations, Ms. Grande has begun to think
differently about the issue of language barriers in the classroom.
Her bill, too, has changed drastically: In both the North Dakota House
and the Senate, after several rounds of amendments, it turned into a
relatively vague order for the State Board of Higher Education to
create a new policy on teaching assistants' communication skills,
along with a formalized process for responding to student complaints.
By the end of March, that order had been approved by legislators.
"What I'm hoping for is a solution that offers something to our
foreign-born teachers," Ms. Grande says, having been convinced that
there is much more North Dakota could be doing to prepare
international teaching assistants for the classroom.
But she is cool to the thought of culpability on the student's side of
the linguistic equation.
"I can understand when they say the students just need to listen
harder," she says, acknowledging that that is the "neighborly" thing
to do. But she says there are limits to such strained good will. "What
if it was bearing on whether or not I was going to be able to grasp
materials I was going to need for my profession?" she asks.
When it comes down to it, Ms. Grande still believes that universities
are businesses, and students are consumers: If a student cannot
understand her professor, then she is being served a faulty product.
Mr. Rubin, however, prefers to think of the issue in terms of
prerequisites -- worldly listening skills as a requirement for
graduation. "I consider the ability to listen to and comprehend world
Englishes a prerequisite to success in a wide variety of enterprises,"
At this notion, Ms. Grande balks. She thinks of all the countries she
has visited -- Israel, Egypt, Honduras. "In every place, what was the
main thing they wanted to do?" Ms. Grande asks. "To communicate with
the American. They knew that, throughout their lives, if they wanted
advancement they would have to do everything they could to communicate
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