For a student already experiencing difficulty with the English language in general, a teacher with an unfamiliar accent may represent a double threat. Learning to recognize and overcome problems such as these early in a course is one of the most important responsibilities you will face as a teacher. Experienced non-native teachers can be an excellent source of ideas for handling such matters. Your departmental supervisor, who has probably encountered similar situations in working with other GTAs, should be an invaluable source of assistance. By virtue of your appointment to a teaching assistantship, you have satisfied the University's minimum competency requirements in the English language, but you still may experience considerable communication difficulties with your students, especially at the beginning of a course.
Students rightfully expect clarity and precision in classroom communications.
Whatever the nature of communication difficulties, it is the teacher's responsibility to make the extra effort required to be clearly understood. If for any reason you suspect problems with your competency in English, you should take immediate corrective action. Whatever your proficiency in spoken English, there are several precautions you may take to insure that your students can understand you in the classroom. First of all, an open discussion of this issue on the first day of class will prevent student uncertainty and will help to create an atmosphere in which students will feel free to seek clarification whenever it is needed. Using written handouts of assignments, lab instructions, or key points of lectures for the first few days will enable your students to receive essential information while becoming accustomed to your teaching.