Emergency Remote Language Teaching and Learning in Disruptive Times

Jin, Li; Deifell, Elizabeth; Angus, Katie

doi:10.1558/cj.20858

Cited by 10 publications

(9 citation statements)

References 32 publications

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“…The pursuit of digital justice requires teachers to actively combat the inequities faced by marginalized populations [15,17,26]. Ideally, this would be a choice; however, for many teachers and students alike, agency was taken away when COVID-19 safety protocols forced schools to shift towards ERT [4,6]. ERT occurs when social and political strife, natural disasters, or when health crises create situations where traditional face-to-face learning cannot safely continue [4].…”

Section: Emergency Remote Teachingmentioning

confidence: 99%

“…This contrasts with the more reactionary ERT, where there is little time to prepare and transfer in-person courses to a temporary virtual format [4,9]. While researchers have championed online learning as effective pedagogical practice [5,7], many teachers during the pandemic found they were unprepared for the challenges that accompany virtual, and in this case, ERT [5][6][7].…”

Section: Emergency Remote Teachingmentioning

confidence: 99%

“…Although this shift was necessary to prevent the propagation of COVID-19, teachers and students had to quickly reinvent schools to address this new emergency remote teaching (ERT) context [4]. A large body of research has documented how teachers responded to the demands of virtual learning [5][6][7][8][9]. There are also numerous studies describing the experiences of K-12 and university-based English as a second or foreign language programs outside of the US [10][11][12][13].…”

Section: Introductionmentioning

confidence: 99%

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Digital Inequities: Promoting Digital Justice during the COVID-19 Pandemic

Child,

Song

2023

Sustainability

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This qualitative study examines the actions taken by 12 US content teachers during the pandemic to provide their emergent bilingual learners (EBLs) with a digitally just education. When the pandemic forced schools to close their doors and transition to a virtual setting, teachers were faced with the reality that EBLs lacked the digital resources, skills, and literacies to successfully participate in virtual schooling. Based on the theory of digital justice, which seeks to promote digital equity for minoritized populations, this investigation was carried out to better understand how content teachers supported their EBLs during the pandemic. Through a series of semi-structured focus group interviews, data were collected and analyzed through open and axial coding. The findings from this study revealed how teachers provided technology for their EBLs, which strategies they took to support EBLs’ digital literacy development, and how virtual instruction impacted educational expectations. The findings also highlighted the issue of who was responsible for providing digital justice which has large implications on providing socially just educational experiences. This work emphasizes the importance of not only closing the digital divide, but also proactively developing EBLs’ digital skills and literacies necessary for 21st-century careers.

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Section: Emergency Remote Teachingmentioning

confidence: 99%

Section: Emergency Remote Teachingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Digital Inequities: Promoting Digital Justice during the COVID-19 Pandemic

Child,

Song

2023

Sustainability

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“…In the United States, world language educators were forced to move their teaching online swiftly without much preparation or training at the outset of the pandemic in spring 2020. In a field that has been promoting and advocating technology‐integrated teaching, researchers (e.g., Jin et al, 2022; Smith & Oskoz, 2021) in computer‐assisted language teaching and learning have been ruminating on how emergency remote language teaching (ERLT) during the COVID‐19 pandemic has impacted language education. Focusing on the pandemic experience of language educators, key stakeholders in world language education, a number of empirical studies (e.g., Appel & Robbins, 2021; Moser et al, 2021; Xu et al, 2022) have investigated how ERLT has impacted world language educators' perceptions of online language teaching, teaching practices including course design, instruction, and assessments, as well as their emotional state.…”

Section: Introductionmentioning

confidence: 99%

College‐level world language faculty background characteristics and their perceptions of online language teaching during the pandemic

Jin

Deifell

2023

Foreign Language Annals

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The COVID‐19 pandemic enabled an unprecedented remote teaching experience for world language faculty who had to move their courses online in spring 2020. Previous studies show that faculty background characteristics affect their perceptions of and experience with online teaching. The present study examined the effect of two college‐level world language faculty background characteristics (prior experience with online language teaching and academic rank) on their perceptions of online language teaching during the pandemic (perceived value of online language teaching, self‐confidence in online language teaching, and stress felt during the pandemic). A mixed‐methods approach was adopted to analyze data collected from a large‐scale online questionnaire and follow‐up interviews. The results show very complex relationships between college‐level world language faculty background characteristics and their perceptions of online language teaching during the pandemic. Based on the findings, the study also provides suggestions for world language faculty professional development to prepare for crisis‐prompted and planned online language teaching in the future.

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“…Suddenly, computer-assisted language teaching became the central focus of virtually every meeting, email, and professional development conversation. In the broader evolution of language teaching and learning, this period of rapid reconfiguration has appropriately come to be referred to as a time of emergency remote teaching and learning (Jin, Deifell, & Angus, 2022). Unlike the online teaching and learning that had occurred before, this new pedagogical context was complicated by unprecedented levels of stress, fear, anxiety, and uncertainty.…”

Section: Introductionmentioning

confidence: 99%

Connecting the disconnected: analysis of a virtual exchange during the worldwide COVID-19 pandemic

Sebastián

Souza

2022

JVE

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This paper contributes to the ongoing discussion about the use of virtual exchange for the teaching and learning of languages. The project was designed as a Spanish language conversation exchange that connected students via synchronous Zoom sessions. Following a pilot semester that took place in spring 2019, the exchange was then repeated with a new group of students during the spring 2020 term, the same semester during which the COVID-19 pandemic spread throughout the world. The exchange took place over a two-week period and pairs were formed between students enrolled in a graduate level pre-service Spanish language program in Spain and undergraduate intermediate Spanish students in the US. Groups were asked to complete five topic-based conversation sessions. Individual exchange sessions were recorded and transcribed. Exchange participants also completed a survey about their experiences. Findings from the recorded sessions, transcript analysis, and surveys show that the virtual conversation exchange was successful and that difficulties such as technology and scheduling, both recurring issues that have been noted in previous studies of telecollaboration (Helm, 2015), were not significant barriers. Because the virtual exchange took place during the onset of the COVID-19 pandemic, the primary focus of this study was to examine how students utilized the exchange as a way to stay connected during a time of mass disconnection.

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Emergency Remote Language Teaching and Learning in Disruptive Times

Abstract: .

Cited by 10 publications

References 32 publications

Digital Inequities: Promoting Digital Justice during the COVID-19 Pandemic

Digital Inequities: Promoting Digital Justice during the COVID-19 Pandemic

College‐level world language faculty background characteristics and their perceptions of online language teaching during the pandemic

Connecting the disconnected: analysis of a virtual exchange during the worldwide COVID-19 pandemic

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