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Teaching and Learning Professional Development for International Graduate Students: The Role of Teaching and Learning Centres
Abstract
In this chapter, Bakhtin's metatheoretical framework of dialogism is offered as a frame in which to consider the work of Centres for Teaching and Learning (CTLs) on university campuses. Dialogism keeps front and centre the co-construction of student learning and teaching and the ways in which international graduate students' knowledges and experiences enhance and inform university teaching and learning. The chapter outlines CTL professional development activities that support the scholarship of international teaching assistants (ITAs). A discussion of the differences and tensions between learning a language and using language to learn is offered. CTLs are often seen as sites for instrumental and pragmatic instructional purposes, rather than the sites where ITAs are invited into the teaching and learning scholarly community; this later idea will be highlighted throughout.
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