“…These students might, however, feel underappreciated when their identity as future scholars, educators, and professionals is reduced to their English accent-which might be seen as a deficit rather than an asset-and their teaching qualifications are judged not by their unique knowledge, experiences, expertise, and instructional methods but by their performance on a standardized English proficiency test. Such a limited and deficit-oriented view of ITAs has likely contributed to their feeling of insecurity about their English (e.g., Hebbani & Hendrix, 2014;Kasztalska, 2019;Ozdemir & Papi, 2021), communication anxiety (Roach & Olaniran, 2001), and linguistic, pedagogical, and cultural challenges in their academic interactions (Adebayo & Allen, 2020).…”