Hidden Roads: Non-Native English Speaking International Professors in the Classroom : New Directions for Teaching and Learning, Number 138

This issue uses the powerful narrative of autoethnography to make visible the existence of international professors and teaching assistants who speak English as a Second Language. These important, but often invisible, individuals contribute daily to the education of students within the US postsecondary educational system. This volume covers a variety of experiences, such as: Faculty of color teaching intercultural communication International teaching assistants' attitudes toward their US students The challenges to existing cultural assumptions in the US classroom. These experiences--in the form of challenges and contributions--are foregrounded and highlighted in their own right. This is the 138th volume of the quarterly Jossey-Bass higher education series New Directions for Teaching and Learning. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

This issue uses the powerful narrative of autoethnography to make visible the existence of international professors and teaching assistants who speak English as a Second Language. These important, but often invisible, individuals contribute daily to the education of students within the US postsecondary educational system.
This volume covers a variety of experiences, such as:

• Faculty of color teaching intercultural communication
• International teaching assistants' attitudes toward their US students
• The challenges to existing cultural assumptions in the US classroom.

These experiences—in the form of challenges and contributions—are foregrounded and highlighted in their own right. This is the 138th volume of the quarterlyJossey-Bass higher education series New Directions for Teaching and Learning. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

Annotation This issue uses the powerful narrative of autoethnography to make visible the existence of international professors and teaching assistants who speak English as a Second Language. These important, but often invisible, individuals contribute daily to the education of students within the US postsecondary educational system. This volume covers a variety of experiences, such as:Faculty of color teaching intercultural communicationInternational teaching assistants' attitudes toward their US studentsThe challenges to existing cultural assumptions in the US classroom. These experiences--in the form of challenges and contributions--are foregrounded and highlighted in their own right. This is the 138th volume of the quarterlyJossey-Bass higher education series New Directions for Teaching and Learning. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers "Are you an immigrant?": identity-based critical reflections of teaching intercultural communication / Yea-Wen Chen College is not a restaurant: challenging cultural hegemony in the US classroom / Juraj Kittler Rapport and knowledge: enhancing foreign instructor credibility in the classroom / Mei Zhang Open and positive attitudes toward teaching / Chia-Fang (Sandy) Hsu Opposite worlds, singular mission: teaching as an ITA / Consolata Nthemba Mutua Capturing the experiences of international teaching assistants in the US American classroom / Aparna Hebbani, Katherine Grace Hendrix International instructor preparing teachers for multicultural classrooms in the United States: teaching intercultural communication competence online / Claudia L. McCalman Talking back: shifting the discourse of deficit to a pedagogy of cultural wealth of international instructors in US classrooms / Gust A. Yep.