Abstract
Taking a critical intercultural approach, this paper explores the discrepancies between the critical communication pedagogy (CCP) ideals and pedagogical struggles of international graduate teaching assistants (IGTAs) rendered by their linguistic difference due to border crossing. I theorized IGTAs’ linguistic Otherness as racialization of their accent. I further suggested undoing the negative becoming with positive becoming by intervening in the dualistic ways of knowing and hearing in order to shatter the mentality that dehumanizes and dominates the Other.
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