Teachers should speak English, some students say
Obstacles between teachers and students cause added stress.
Samuel Allred, an undeclared freshman, said, “The communication barrier adds stress to an already stressful schedule.”
Amanda Litchford, employee of the department of economics, said teaching skills and personality generally add to the decision of who will teach, but international graduate students are also required to pass a teaching assistant course before they teach.
Myra Cook from the Intensive English Language Office said the graduate students who come through her office are required to be at a certain level of proficiency in order to be admitted.
Once admitted, they complete a required course in which they are taught how to compensate for their accent in the classroom by using pictures, overheads and other things to help students get the information in a variety of ways, Cook said.
“They are also taught about the culture here and how a classroom works,” she said.
When the course is completed, the Intensive English Language Office makes one of three recommendations: no teaching assistantship of any kind, limited to small groups only or teaching with no limitations.
Cook said in order for departments to recruit good students, they might offer a stipend that includes teaching.
“We might recommend someone isn’t ready to teach, but sometimes the department’s hands are tied, because they have to weigh the value of the Ph.D. student and the research they are doing,” she said.
Alan Stephens, head of business administration, said there is no defined proficiency level for professors, other than being able to communicate in the English language, when they apply for the position.
“It does provide some disservice to the students, but it also puts a responsibility on the student to work harder in the class. I’m not sure that’s necessarily a bad thing,” he said.
Glenn McEvoy, management and human resources department head, said learning from someone who doesn’t speak English clearly requires listening more carefully in class, taking better notes, spending more time in the text and more time talking to fellow students.
Although some students view most of their teachers as being intelligent and skilled, they seem to disagree in that the barrier limits their learning and understanding.
Allred said, “I don’t learn as much as I could if my teacher could explain things in a clearer way.”
Cobi Larsen, a junior majoring in economics, said she confused “tax return” for “text refund” because of her teacher’s accent.
“The class is a hard subject anyway, but I do pretty much all of my learning on my own – from the book,” she said.
The barrier doesn’t just create problems for the students. Teachers struggle to understand what the students are asking.
Qian Zhao, a graduate student in his third year teaching, said, “When students ask a question in class, I sometimes don’t understand it, either because they use slang, or they don’t know how to describe what they want to know.”
Todd Saunders, a senior majoring in mechanical engineering, said, “It’s frustrating, but at the same time, the teachers try really hard, but the students don’t give them a chance or make mention when they don’t understand.”
Cable Jones, a senior majoring in landscape architecture, said, “They are smart, but when it’s hard to understand them, the students end up not saying anything. Learning breaks down quickly.”
Most professors and teachers try to make up for any language barriers by presenting the material in different ways.
Qian said when he doesn’t understand, he asks the students to repeat the question, and often the other students clarify, helping him to understand.
He also said most students don’t take advantage of office hours and extra help they can be given.
Saunders said, “I wish the departments would take more initiative to get some help and language training for the teachers. They might be great researchers and bring money to the university, but unless they can teach the students what they know, it is not beneficial,” he said.
Wayne Call, a senior majoring in economics, said, “I am paying for an education. The university should pay what’s necessary to get the skills needed.”
Cook explained there is a course offered to further language skills, but that it is an expense for graduate students, and they are usually paying international tuition rates.
Matt Peterson, a sophomore majoring in international business, said, “The university needs to provide every opportunity for us to learn on a college level.”
Saunders said, “I agree with diversity, but the students’ education is being sacrificed.”
-julia@cc.usu.edu