This timely volume addresses issues pertaining to language teaching, learning and research during the pandemic. In times of a global emergency, the aftermath of emergency remote teaching (ERT) cannot be ignored. The question of how language educators and researchers unleash creativity and employ strategies vis-à-vis ERT still remains to be answered. With practitioners in mind, it covers a broad spectrum of educational settings across continents, target languages and methodologies. Specifically, it reveals viable ways of utilizing digital technologies to bypass social distancing while highlighting the pitfalls and challenges associated with crisis teaching and research.
This volume comprises two parts: Teacher Voice vicariously transports readers to practitioners compelling stories of how teacher resilience, identity and professional development are crystallized in adaptive pedagogy, online teaching practicum, virtual study programs and communities of practice during ERT. The second part, Researcher Corner, showcases innovative approaches for both novice and seasoned researchers to upskill their toolkits, ranging from case study research and mixed methods designs, to auto- and virtual ethnography and social media research. The array of food for thought provides a positive outlook and inspires us to rethink our current practices and future directions in the post-COVID world.
Regardless of their backgrounds and experiences, readers will be able to relate to this accessible volume that harmonizes research and practice, and speaks from the hearts of all the contributors.
Part I: Teacher Voice: Stakeholder Perspectives.- Language teaching in
times of COVID-19: the emotional rollercoaster of lockdown; Christine Appel
and Jackie Robbins.- Infrastructure, literacy and communication: The
challenges of emergency remote teaching in a university in Japan; Todd James
Allen.- Online Professional Development and Virtual Community of Practice.-
Teachers instructions and online professional development during emergency
remote teaching in Indonesia; Hanna Sundari, Susianti Rosalina, and Lalu
Handi Rizal.- Surviving ERT: How an online professional learning community
empowered teachers during the Covid-19 school lockdown in Indonesia; Maya
Defianty, Kate Wilson, and Dadan.- Transforming from off-liners to on-liners:
Voices from foreign language professors in Colombia; Kathleen A. Corrales and
Lourdes Rey Paba.- Teacher Identity and Agency.- Emergency remote teaching in
the Kazakhstan context: Deprofessionalization of teacher identity; Kamila
Kozhabayeva and NettieBoivin.- Vietnamese pre-service teachers perceived
development of employability capital in synchronous learning amidst the
pandemic; Ngoc Tung Vu, Hoang Hoa, and Thao Nguyen Thi Thu.- Online Practicum
and Virtual Study Program.- The adaptation of action research model into the
online practicum component in unprecedented times: Opportunities and
constraints; Müzeyyen Nazl Güngör.- French language studies in New Caledonia
despite COVID-19: The emergency response move from in-country to virtual
program; Beate Mueller and Susan Oguro.- Language Learners and Adaptive
Pedagogy.- Implications of a sudden shift online: The experiences of English
education students studying online for the first-time during COVID-19
pandemic in Japan; Jean Kim.- Online Instruction as a new learning territory
for critical language pedagogy: From the era of pandemic onward; Juland Dayo
Salayo.- Fostering interaction and motivation in EFL live virtual classes at
university; Ana Cecilia Cad, Claudia Alejandra Spataro, and Paul Alexis
Carrera.- Part II: Researcher Corner.- Auto- and Virtual Ethnographic
Research.- Teacher emotion in emergency online teaching: Ecstasies and
agonies; Maggie McAlinden and Toni Dobinson.- How to adapt in crisis: 3
auto-ethnographies of the (re)building of coursework in a Hispanic-serving
institution; Katherine Morales, Gabriel Romaguera, and Edward Contreras.- I
will teach from the heart: Teachers beliefs and practices during an
emergency remote language pedagogy in a heritage language school during
COVID-19; Anu Muhonen.- Emergency remote teaching or surveillance?
Panopticism and higher education in Bangladesh; Shaila Sultana.- Social Media
Research.- The generative affects of social media scroll-back interviews: In
conversation with Spanish as a world language teachers during the COVID-19
lockdown in Australia; Danielle H. Heinrichs.- Peer capacity building in
emergency remote teaching: Informal language teacher professional development
on Twitter; Karin Vogt.- Case Study Research.- Individual and institutional
responses to the exigency of online teaching: A case study from Qatar; Mick
King and Sedigh (Sid) Mohammadi.- Pedagogical insights into emergency remote
teaching: A case study of a virtual collaboration project in the Turkish and
Hungarian pre-service teacher education context; Il Günseli Kaçar and
Imre Fekete.- A multi-case study of English language teachers in Vietnam in
emergency remote teaching mediated by technologies: A sociocultural
perspective; Hanh Dinh and Thu Dao.- Mixed Methods Research.- Exploring EFL
teachers technological pedagogical content knowledge and student engagement
in an emergency remote teaching context; Dian N. Marissa and Wedad Allahji.-
Listening to student voice to improve the quality of emergency remote
teaching; Olga Yashenkova.- LSP teacher perspectives on alternative
assessment practices at European universities amid the Covid-19 crisis and
beyond; Ágnes Pál and Rita Kóris.
Julian Chen is a Senior Lecturer of Applied Linguistics/TESOL in the School of Education at Curtin University, Australia. Well-versed in technology-mediated task-based language teaching, 3D virtual teaching/learning, blended learning and action research, his research has been published in TESOL Quarterly, Modern Language Journal, System, CALL, Computers & Education, and among other flagship journals. He is currently the book review editor of the Australian Review of Applied Linguistics (ARAL).
