Supervisors\u27 perceptions of Spanish-language teaching assistant roles and their organizational contexts

Abstract

Because of the scarcity of research done on TA roles from a supervisor\u27s perspective (Buerkel-Rothfuss & Gray, 1989; Vaughn, 1992), this study was designed as a qualitative investigation of supervisory perceptions of TA roles and their organizational contexts. The purpose of this project was to analyze how supervisors perceive the role and performance of Spanish-language teaching assistants by exploring individual factors, such as differences between non-native and native Spanish-language TAs\u27 teaching performance, and organizational factors, such as selection, induction, supervision, and evaluation of TAs. Data were gathered through interviews conducted by following an interview guide with open-ended questions. The participants were one head, two chairs, five directors, and one assistant director of Spanish TAs from five public universities in the Midwest. The following are the major findings after cross-case analyses: (1) Silversprings University conducts their language instructional program differently from the other institutions considered in this study in the areas of teacher training, methodology, and supervisory responsibilities. (2) Bluefield and Greystone Universities differ from the other three universities in the areas of departmental training sessions, determination of TA assignments, and recruitment differences between non-native and native Spanish-language TAs. (3) All institutions reported strengths and weaknesses for both non-native and native Spanish-language TAs. The weaknesses more frequently reported for both groups of teachers have to do with the area of communication