References :

Altinsel, Z., and Rittenberg, W. (1996). Cultural support for international TAs: An
undergraduate buddy program. Paper presented at the Conference of Teachers
of English to Speakers of Other Languages, Chicago, IL. Retrieved from http://
search.ebscohost.com/login.aspx?direct=trueanddb=ericandAN=ED407918an
dsite=ehost-live
Bigelow, M., and Ranney, M. (2005). Pre-service ESL teachers’ knowledge about
language and its transfer to lesson planning. In N. Bartels (Ed.), Applied
linguistics and language teacher education, 179–200. New York: Springer.
http://dx.doi.org/10.1007/1-4020-2954-3_11
Bilton, L., and Sivasubramaniam, S. (2009). An inquiry into expressive writing:
A classroom-based study. Language Teaching Research, 13 (3), 301–320.
http://dx.doi.org/10.1177/1362168809104702
Bogdan, R., and Biklin, S. K. (1992). Qualitative research for education: An introduction
to theory and methods (2nd ed.). Boston, MA: Allyn and Bacon.
Borg, S. (2006). Teacher cognition and language education. New York: Continuum.
Bresnahan, M. J., and Cai, D. H. (2000). From the other side of the desk:
Conversations with international students about teaching in the US.
Communication Quarterly, 48 (2), 65–75.
Bryant, A., and Charmaz, K. (Eds). (2006). The SAGE handbook of grounded
theory. London: SAGE Publications.
Bullough, R.V., and Knowles, J. G. (1991). Teaching and nurturing: Changing
conceptions of self as teacher. Qualitative Studies in Education, 4, 121–140.
http://dx.doi.org/10.1080/0951839910040203
Charmaz, K. (1990). Discovering chronic illness: Using grounded theory. Social
Science and Medicine, 30 (11), 1161–1172. http://dx.doi.org/10.1016/
0277-9536(90)90256-R
Glaser, B. G., and Strauss, A. L. (1967). The discovery of grounded theory:
Strategies for qualitative research. New York: Aldine Publishing.
Golombek, P. R., and Johnson, K. E. (2004). Narrative inquiry as a mediational
space: Examining emotional and cognitive dissonance in second-language
teachers’ development. Teachers and Teaching: Theory and Practice, 10 (3),
307–327. http://dx.doi.org/10.1080/1354060042000204388
Gorsuch, G. J. (2006). Discipline-specific practica for international teaching
assistants. English for Specific Purposes, 25 (1), 90–108. http://dx.doi.org/
10.1016/j.esp.2005.06.003
Gorsuch, G. J. (2011). Improving speaking fluency for international teaching
assistants by increasing input. TESL-EJ, 14 (4), 1–25. Retrieved from http://
www.tesl-ej.org/wordpress/issues/volume14/ej56/ej56a1/
Farrell, T. S. C. (1998). EFL teacher development through journal writing. RELC
Journal, 29 (1), 92–109. http://dx.doi.org/10.1177/003368829802900106
Farrell, T. S. C. (2012). Frameworks for writing: Reflective writing for language
teachers. Sheffield: Equinox Publishing.
Hebbani, A., and Hendrix, K. G. (2014). Capturing the experiences of international
teaching assistants in the US American classroom. New Directions for
Teaching and Learning, 138, 61–72. http://dx.doi.org/10.1002/tl.20097
Holmes, V. L., and Moulton, M. R. (1997). Dialogue journals as an ESL learning
strategy. Journal of Adolescent and Adult Literacy, 40 (8), 616–621.
Johnson, K. E. (1994). The emerging beliefs and instructional practices of preservice
English as second language teachers. Teaching and Teacher Education,
10, 439–452. http://dx.doi.org/10.1016/0742-051X(94)90024-8
Johnson, K. E., and Golombek, P. R. (Eds). (2002). Teachers’ narrative inquiry as
professional development. New York: Cambridge University Press.
Kuo, Y-H. (2002). International teaching assistants on American campuses.
International Journal of Curriculum and Instruction, 4 (1), 63–71.
Lantolf, J., and Thorne, S. (2006). Sociocultural theory and the genesis of second
language development. Oxford: Oxford University Press.
Lave, J., and Wenger, E. (1991). Situated learning: Legitimate peripheral participation.
Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/
CBO9780511815355
Larsen-Freeman, D., and Strom, V. (1977). The construction of a second language
acquisition index of development. Language Learning, 27 (1), 123–134. http://
dx.doi.org/10.1111/j.1467-1770.1977.tb00296.x
Lee, H.-C. (2012). The reading response e-journal: An alternative way to engage
low-achieving EFL students. Language Teaching Research, 17 (1), 111–131.
http://dx.doi.org/10.1177/1362168812457539
Leki, L. (1992). Understanding ESL writers – A guide for teachers. Portsmouth,
NH: Heinemann.
Li, L., Mazer, J. P., and Ju, R. (2011). Resolving international teaching assistant language
inadequacy through dialogue: Challenges and opportunities for clarity
and credibility. Communication Education, 60 (4), 461–478. http://dx.doi.org/
10.1080/03634523.2011.565352
Lin, J.-C. G., and Yi, J. K. (1997). Asian international students’ adjustment: Issues
and program suggestions. College Student Journal, 31 (4), 473–480.
Lincoln, Y. S., and Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA:
Sage.
Maynard, T. (2001). The student-teacher and the school community of practice:
A consideration of ‘learning as participation’. Cambridge Journal of Education,
31 (1), 39–52. http://dx.doi.org/10.1080/03057640123915
McDonald, B. A., Rosselli, J. A., and Clifford, J. E. (1997). ESL journal writing:
Learning, reflections, and adjustments to American life. Education Resources
Information Center, 1–52.
Numrich, C. (1996). On becoming a language teacher: Insights from diary studies.
TESOL Quarterly, 30 (1), 131–151. http://dx.doi.org/10.2307/3587610
Nunan, D. (1992). Research methods in language teaching. Cambridge: Cambridge
University Press.
Riazantseva, A. (2012). ‘I ain’t changing anything’: A case-study of successful
generation 1.5 immigrant college students’ writing. Journal of English for
Academic Purposes 11, 184–193. http://dx.doi.org/10.1016/j.jeap.2012.04.007
Rogoff, B. (1984). Introduction: Thinking and learning in social content. In B.
Rogoff and J. Lave (Eds), Everyday cognition: Its development in social context,
1–8. Cambridge, MA: Harvard University Press.
Ross, C. (2007, March 22). Redirecting the flow of university intercultural responsibility.
Paper presented at the 41st Annual Teaching English to Speakers of
Other Languages Convention, Seattle, WA.
Schmidt, R. (1990). The role of consciousness in second language learning.
Applied Linguistics, 11, 129–158. http://dx.doi.org/10.1093/applin/11.2.129
Schön, D. A. (1987). Educating the reflective practitioner. San Francisco, CA:
Jossey-Bass Publishers.
Smith, J., Meyers, C., and Burkhalter, A. (1992). Communicate: strategies for international
teaching assistants. Long Grove, IL: Waveland Press. http://dx.doi.
org/10.1007/BF00915598
Smith, K. S. (1993). A case study on the successful development of an international
teaching assistant. Innovative Higher Education, 17 (3), 149–163.
Spack, R., and Sadow, K. (1983). Student-teacher working journals in ESL
freshman composition. TESOL Quarterly, 17 (4), 575–593. http://dx.doi.
org/10.2307/3586614
Staples, S., Kang, O., and Wittner, E. (2014). Considering interlocutors in university
discourse communities: Impacting US undergraduate students’ perceptions
of ITAs through a structured contact program. English for Specific
Purposes, 35, 54–65. http://dx.doi.org/10.1016/j.esp.2014.02.002
Stevenson, I., and Jenkins, S. (1994). Journal writing in the training of international
teaching assistants. Journal of Second Language Writing, 3 (2), 97–120.
http://dx.doi.org/10.1016/1060-3743(94)90010-8
Strauss, A., and Corbin, J. (1998). Basics of qualitative research (2nd ed.).
Thousand Oaks, CA: Sage.
Torkelson, K. (1992, March). Using imagination to encourage ITAs to take risks.
Paper presented at the Conference of English to Speakers of Other Languages,
Vancouver, Canada.
Trebing, D. (2007). International teaching assistants’ attitudes toward teaching
and understanding of US American undergraduate students (Unpublished
doctoral dissertation). Southern Illinois University, Carbondale.
Vygotsky, L. S. (1987). Thinking and speech. In R. W. Rieber and A. S. Carton
(Eds), The collected works of L. S. Vygotsky (Vol. 1), 37–285. New York: Plenum.
Wang, J., and Odell, S. J. (2007). An alternative conception of mentor-novice
relationships: Learning to teach in reform-minded ways as a context. Teaching
and Teacher Education: An International Journal of Research and Studies, 23
(4), 473–489. http://dx.doi.org/10.1016/j.tate.2006.12.010
Warhurst, R. P. (2008). ‘Cigars on the flight-deck’: New lecturers’ participatory
learning within workplace communities of practice. Studies in Higher
Education, 33 (4), 453–467. http://dx.doi.org/10.1080/03075070802211828
Williams, E. (2006). Literacy Studies. In A. Davies and C. Elder (Eds), The handbook
of applied linguistics, 576–604. Malden, MA: Blackwell Publishing.
Zamel, V. (1982). The process of discovering meaning. TESOL Quarterly, 16 (2),
195–209. http://dx.doi.org/10.2307/3586792
Zhou, J. (2009). What is missing in the international teaching assistants training
curriculum? Journal of Faculty Development, 23 (2), 19–24.