This study adopted a mixed methods approach to explore the impact of emergency remote language teaching (ERLT) in the spring of 2020 on 662 U.S.-based college-level world language educators' intention to teach languages online in postpandemic times. Quantitative and qualitative data were collected from an online questionnaire and follow-up interviews. The quantitative data were analyzed through exploratory factor analysis, confirmatory factor analysis, and structural path analysis, which identified 3 factors-perceived values of online language teaching, self-confidence in online language teaching, and stress felt during ERLT-having significant positive predictions of world language educators' intention to teach online in the future. All other ERLT-related factors had indirect effects on their intention. Typological analysis was conducted with qualitative data, which revealed primary reasons for the 3 types of intention to teach online in the future. The results indicate that U.S.-based college-level world language educators were generally positive about adopting online language teaching in postpandemic times after the ERLT experience, although many preferred hybrid teaching if given the choice.

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The Challenge Emergency remote teaching (ERT) took place amidst foreign language instructors' skepticism toward online teaching. The study reveals the impact of ERT through the lens of Chinese character instruction. What are instructors' perceptions, strategies, and needs in this area? These questions were explored through a nationwide questionnaire and follow-up interviews.

Despite the sizeable portion of foreign language (FL) instruction provided by graduate students now as teaching assistants (TAs) and in the future as faculty, few studies have considered TAs’ perspectives on their own professional development. To inform the professional development of FL graduate students as teachers, the present study updated and expanded on Brandl (2000) and Gonglewski and Penningroth (1998), who surveyed FL TAs about their perceptions of professional development opportunities. Using both quantitative and qualitative data from a nationwide online questionnaire completed by TAs (N = 94) and follow‐up Skype interviews (N = 9), the present study gave a voice to TAs by asking them which professional development opportunities they valued and what constraints limited their participation. TAs exhibited an apparent lack of awareness about the possible responsibilities of their future careers and the evaluation criteria used in academia, resulting in a disconnect between the professional development opportunities in which they participated and those that would actually prepare them for the long term. In light of TAs’ perceptions and practices, recommendations are provided to enhance future TA professional development.

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