Editorial: What is at the Heart of Teaching and Learning in a Post-pandemic Recovery World?

IF 3.6 2区 文学 Q1 LINGUISTICS
M. Yeo
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Abstract

At this time last year, just as we were transitioning from a COVID-19 pandemic to a COVID-19 endemic world, I was writing the editorial for the December 2021 issue of the RELC Journal. I celebrated the agility, resilience, and professionalism of teachers around the region who did their best to provide learning opportunities during periods of lockdown. I also raised concerns about learning loss and the increasing digital divide, as well as the blurring of boundaries between teachers’ personal and professional lives. Thankfully, most countries have now entered a post-pandemic recovery phase with the resumption of face-to-face teaching or at least some form of hybrid teaching. Not surprisingly, the digital transformation that occurred over the past two years has continued. As many institutions and teachers witnessed first-hand the power of technology in engaging learners and providing useful data to inform teaching improvement, we are keen to continue to use tools and technologies. As language teachers, teacher educators, and researchers, we may be wondering and worrying about this emphasis on technology, asking basic questions such as Can my school afford new technology? How can I find out about the latest tools? How do I choose from the multitude of tools? How do I learn to use these tools effectively? We may even be asking important pedagogical questions: How can I use this tool to improve teaching and learning? How will I know if the technology I use has made a difference to my students? We can take heart by remembering that it is less about technology and more about the learners and their learning. At the recent BETTS Asia 2022 Conference in Bangkok, Thailand, this was the overwhelming message – that humans, not technology – must be at the heart of teaching and learning. At the end of the day, language teaching and language teacher education are not about technology or how it is used. It is about
社论:在大流行后的复苏世界中,教学的核心是什么?
去年的这个时候,就在我们从COVID-19大流行过渡到COVID-19流行的世界时,我正在为RELC杂志2021年12月号撰写社论。我赞扬了该地区教师的敏捷、韧性和专业精神,他们在封锁期间尽最大努力提供学习机会。我还提出了对学习损失、日益扩大的数字鸿沟以及教师个人生活和职业生活之间界限模糊的担忧。值得庆幸的是,大多数国家现在已经进入大流行后的恢复阶段,恢复了面对面教学或至少某种形式的混合教学。毫不奇怪,过去两年发生的数字化转型仍在继续。由于许多机构和教师亲眼目睹了技术在吸引学习者和提供有用数据以促进教学改进方面的力量,我们渴望继续使用工具和技术。作为语言教师、教师教育者和研究人员,我们可能会对这种对技术的强调感到疑惑和担忧,我们会问一些基本的问题,比如我的学校能负担得起新技术吗?我怎样才能找到最新的工具?如何从众多的工具中进行选择?我如何学会有效地使用这些工具?我们甚至可能会问一些重要的教学问题:我如何使用这个工具来改善教与学?我如何知道我使用的技术是否对我的学生产生了影响?我们可以振作起来,记住这不是关于技术,而是关于学习者和他们的学习。在最近于泰国曼谷举行的2022年BETTS亚洲会议上,这是一个压倒性的信息,即教学和学习的核心必须是人,而不是技术。在一天结束的时候,语言教学和语言教师教育不是关于技术或如何使用它。它是关于
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来源期刊
Relc Journal
Relc Journal LINGUISTICS-
CiteScore
8.10
自引率
10.00%
发文量
64
期刊介绍: The RELC Journal is a fully peer-reviewed international journal that publishes original research and review articles on language education. The aim of this Journal is to present information and ideas on theories, research, methods and materials related to language learning and teaching. Within this framework the Journal welcomes contributions in such areas of current enquiry as first and second language learning and teaching, language and culture, discourse analysis, language planning, language testing, multilingual education, stylistics, translation and information technology. The RELC Journal, therefore, is concerned with linguistics applied to education and contributions that have in mind the common professional concerns of both the practitioner and the researcher.
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