Beyond Language Courses and into the College Classroom: TAs and the Full Scope of Undergraduate Teaching

This article advocates a broadening of professional development options for graduate students to take into account the disciplinary expertise and teaching practice needed for courses beyond the beginning and intermediate language sequence. While recognizing that such opportunities must be balanced with the academic priorities of the graduate program, the discussion concludes that readings, workshops, and discussions with faculty allow graduate students to gain experience with the range of instructional approaches needed for undergraduate teaching.