The COVID-19 crisis was unplanned, unprecedented, and highly unpredictable, leading educators to rethink their pedagogies, policies, practices, technologies, strategies and more. In the months and years following, educational institutions were forced to adjust to new ways of doing their work, refinements with long-term implications for language learning and teaching. Much of the early research in language education which came about as a result of the COVID-19 pandemic focused on its negative effects, such as the lack of infrastructure and preparedness (Tao & Gao, 2022), (in)equitable access for educators and learners (Back, Zavala, & Franco, 2022), perceived lowered outcomes (Moser, Wei & Brenner, 2021), and emotional burdens (MacIntyre, Gregersen, & Mercer, 2020). In this volume, we capture some of the lessons learned during and as a result of the COVID-19 pandemic in order to move forward as a field with intention and purpose, and to take advantage of any crisis-prompted innovation. The volume aims to provide implications for other current and future challenges and crises that require our attention in language teaching and technology. Contributions will bring additional depth to the pandemic discussion in each of the four parts: (1) Emergency Response, (2) Problem Solving, (3) Outcomes, and (4) By-Products.
Edited by:
Senta Goertier,
Jesse Gleason
Imprint: Equinox Publishing Ltd
Country of Publication: United Kingdom
Dimensions:
Height: 234mm,
Width: 155mm,
Weight: 395g
ISBN: 9781800504561
ISBN 10: 180050456X
Series: Advances in CALL Research and Practice
Pages: 378
Publication Date: 26 July 2024
Audience:
Professional and scholarly
,
Undergraduate
Format: Paperback
Publisher's Status: Active
1. Introduction: Working through Crises Senta Goertler and Jesse Gleason Part 1: Emergency Response 2. Remote Language Teaching and Changes in College-level World Language Educators’ Knowledge and Attitudes toward Online Language Teaching Li Jin (De Paul University), Yi Xu (University of Pittsburgh), and Elizbeth Deifell (Appalachian State University) 3. An Examination of Online isiZulu Language Learning during COVID: A South African Perspective Roshni Gokool and Shamila Naidoo (University of KwaZulu Natal) 4. Language teachers as ERT Professionals during COVID: A Perspective from Professional Didactics Marta Tecedor (Arizona State University) and Inmaculada Gómez Soler (Dublin City University) 5. Language Instructors’ Digital Competences in the Context of Emergency Remote Teaching: A Professional Didactics Perspective Jill Landry and Marie-Josée Hamel (University of Ottawa) Part 2: Problem Solving 6. The future of language education in the light of Covid: a European survey project on lessons learned and ways forward Bernd Rüschoff (University of Duisburg-Essen) 7. Post-Pandemic Language Teaching: Language Instructors’ Technology Integration Practices Luca Giupponi (Michigan State University), Bethany Zulick (University of Montana), and Emily Heidrich Uebel (Michigan State University) 8. Spanish Language Teachers’ Experiences during the Pandemic: From In-person to Online Teaching and Back Claudia Sanchez-Gutierrez (University of California, Davis), Ana Ortega Perez (University of California, Davis), Ana Ruiz Alonso Bartol (University of California, Davis), Paloma Fernandez Mira (University of California, Davis), Diane Querrien (Concordia University), and Shelley Dykstra (University of California, Davis) 9. L2 Learners' Perceptions on the Implementation of Virtual Reality Simulations for Medical Spanish as a Response to Emergency Teaching and Beyond Giovanni Zimotti (University of Iowa) and Alyssia Miller De Rutté (Colorado State University) Part 3: Outcomes 10. The impact of technology-informed crisis response on post-pandemic Spanish proficiency Jesse Gleason and Andrew Bartlett (Southern Connecticut State University) 11. Exploring Flipped Learning in English-medium Content Courses in Japanese Higher Education Elizabeth Lavolette and Mayumi Asaba (Kyoto Sangyo University) 12. Confronting Crisis with Craft: Students’ Perceptions of Language Teaching during the COVID-19 Pandemic Kimberly Morris (University of Wisconsin, La Crosse), Mikaela Robarge (University of Wisconsin, La Crosse), and Pablo Robles-García (University of Toronto) Part 4: By-poducts 13. Feeling through technology: Affect and emotional attachments during remote teaching Chantelle Warner and Wenhao Diao (University of Arizona) 14. The Infinite Loop of Change: A Reflection on the Technology-Mediated Transformations of a TESOL Program Elena Schmitt and Anastasia Sorokina (Southern Connecticut State University) Part 5: Lessons Learned 15. Crisis Response and Crisis Preparedness: Moving Forward Senta Goertler and Jesse Gleason
Senta Goertler is an Associate Professor of Second Language Studies and German at Michigan State University. Jesse Gleason is Associate Professor of Spanish & Applied Linguistics at Southern Connecticut State University. Senta Goertler is an Associate Professor of Second Language Studies and German at Michigan State University. Jesse Gleason is Associate Professor of Spanish & Applied Linguistics at Southern Connecticut State University.
