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Transferring Language Learning and Teaching From Face-to-Face to Online Settings最新文献

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Exploring the Shaping of English Language Teacher Practices While Working With Refugees and Asylum Seekers During the COVID-19 Pandemic 在2019冠状病毒病大流行期间，在与难民和寻求庇护者合作的同时，探索英语教师实践的塑造
Transferring Language Learning and Teaching From Face-to-Face to Online Settings Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8717-1.ch013
G. Motteram, S. Dawson, R. Fay, Andres Mora, Francesco Leoni
{"title":"Exploring the Shaping of English Language Teacher Practices While Working With Refugees and Asylum Seekers During the COVID-19 Pandemic","authors":"G. Motteram, S. Dawson, R. Fay, Andres Mora, Francesco Leoni","doi":"10.4018/978-1-7998-8717-1.ch013","DOIUrl":"https://doi.org/10.4018/978-1-7998-8717-1.ch013","url":null,"abstract":"This chapter reports on a project which began during the first wave of the COVID-19 pandemic in the UK. The project supported a group of UK-based ESOL (English for Speakers of Other Languages) teachers and volunteers as the pandemic forced them to move from face-to-face to online teaching with refugees and asylum seekers. Using an ecological perspective, the authors explored the different possibilities for action that the teachers and volunteers perceive in the ever-changing pandemic environment and consider how language teacher practices and the achievement of organisational aims have been shaped, and in turn are shaping, online teaching. It concludes by considering how the practices developed for online teaching might now shape teaching as it returns, to a large extent, to face-to-face.","PeriodicalId":199145,"journal":{"name":"Transferring Language Learning and Teaching From Face-to-Face to Online Settings","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123547645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Building a K-12 Educator Community of Learners During Emergency Remote Learning 在紧急远程学习中建立K-12教育工作者学习者社区
Transferring Language Learning and Teaching From Face-to-Face to Online Settings Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8717-1.ch015
M. Wong
{"title":"Building a K-12 Educator Community of Learners During Emergency Remote Learning","authors":"M. Wong","doi":"10.4018/978-1-7998-8717-1.ch015","DOIUrl":"https://doi.org/10.4018/978-1-7998-8717-1.ch015","url":null,"abstract":"Due to the recent COVID-19 pandemic, the ways that Kindergarten to Grade 12 (K-12) educators support their English Language Learners (ELLs) have changed. These circumstances have brought on unprecedented challenges as educators attempt to make learning relevant and learn a new digital terrain. The lingering question is how teacher leaders can support colleagues to teach during global crises and post-pandemic times. This autoethnography explores experiences of a K-12 teacher leader. Using multiliteracies and learning by design, the knowledge processes employed are explored. Using digital technologies, such as Microsoft Skype, educators were able to collaborate as a community of learners to exchange teaching ideas and best ELL practices at daily K-12 teacher drop-in sessions.","PeriodicalId":199145,"journal":{"name":"Transferring Language Learning and Teaching From Face-to-Face to Online Settings","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124592281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Potential of a Telecollaborative Translation Course 远程协作翻译课程的潜力
Transferring Language Learning and Teaching From Face-to-Face to Online Settings Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8717-1.ch006
Raphaelle Beecroft, P. Bauer
{"title":"The Potential of a Telecollaborative Translation Course","authors":"Raphaelle Beecroft, P. Bauer","doi":"10.4018/978-1-7998-8717-1.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-8717-1.ch006","url":null,"abstract":"Difficult global circumstances pose a challenge for face-to-face exchange in higher education level language pedagogy, creating the need for innovative digital alternatives which can be integrated into internationalisation strategies. This chapter presents such an endeavour merging translation and telecollaboration which fosters an interplay of intercultural and functional communicative competence. Combining approaches from translation studies and foreign language pedagogy, it is proposed that telecollaboration creates a plurilingual and pluricultural space within which participants from varying linguacultural backgrounds may collaborate on a common product – a translation. The translation process itself requires intercultural exchange in which participants engage in an immediate manner through online interaction. Preliminary results from a study focussing on a telecollaborative translation course implemented with Durham University German students and prospective English teachers from Karlsruhe University of Education, Germany are presented.","PeriodicalId":199145,"journal":{"name":"Transferring Language Learning and Teaching From Face-to-Face to Online Settings","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133758152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Influence of Positive Student-Teacher Interaction on the Meaning-Making Process in Virtual Learning 积极的师生互动对虚拟学习意义生成过程的影响
Transferring Language Learning and Teaching From Face-to-Face to Online Settings Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8717-1.ch009
A. Reyes-Torres, Ana García-Perera
{"title":"Influence of Positive Student-Teacher Interaction on the Meaning-Making Process in Virtual Learning","authors":"A. Reyes-Torres, Ana García-Perera","doi":"10.4018/978-1-7998-8717-1.ch009","DOIUrl":"https://doi.org/10.4018/978-1-7998-8717-1.ch009","url":null,"abstract":"This chapter presents a study in a COVID virtual learning environment that focuses on the crucial role that teachers play to engage and to guide students to become meaning makers. To this end, the authors make use of the Pedagogy of Multiliteracies in the English Primary class to establish a positive students-teacher relationship as a determining factor to enhance the learning process. Qualitative research was conducted so as to explore to what extent these factors influence the meaning-making process. The findings are presented and elaborated upon in this chapter. The researchers worked with three different groups of students in a public school in Valencia (Spain) before and during the lockdown enforced by COVID-19. The analysis of the data obtained reveals that academic achievement and students' engagement are influenced by the quality of the student-teacher relationship and the teacher's role as a mediator of knowledge.","PeriodicalId":199145,"journal":{"name":"Transferring Language Learning and Teaching From Face-to-Face to Online Settings","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114774465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teacher Online ELT Experiences in a Rural Primary School in China During the COVID-19 Pandemic 新冠肺炎疫情期间中国农村小学教师在线英语教学经验
Transferring Language Learning and Teaching From Face-to-Face to Online Settings Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8717-1.ch007
Ding Liang, Xingtan Cao
{"title":"Teacher Online ELT Experiences in a Rural Primary School in China During the COVID-19 Pandemic","authors":"Ding Liang, Xingtan Cao","doi":"10.4018/978-1-7998-8717-1.ch007","DOIUrl":"https://doi.org/10.4018/978-1-7998-8717-1.ch007","url":null,"abstract":"This study adopts narrative inquiry to report five English teachers' online teaching experiences in a rural primary school in China during the COVID-19 pandemic. From a sociocultural theoretical perspective, this study shows how the participating teachers navigated the transition in instructional mode and developed familiarity with online teaching over time. Using thematic analysis, the findings of this study reveal that the teachers showed anxiety toward online teaching, that they formed a virtual community of practice, that they incorporated lived experiences into online teaching, and that they called for professional development centered on online teaching and spoke to the changing needs for English teaching in the post-COVID era. Implications are provided regarding how the teachers could transfer face-to-face ELT to an online setting and how they could be better supported professionally by the school and their colleagues.","PeriodicalId":199145,"journal":{"name":"Transferring Language Learning and Teaching From Face-to-Face to Online Settings","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123951893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teacher Practices Towards Providing Interaction During Online Education in K-8 Settings 教师在K-8在线教育中提供互动的实践
Transferring Language Learning and Teaching From Face-to-Face to Online Settings Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8717-1.ch008
Gizem Kara, Melis Dilek, Aysegul Liman Kaban
{"title":"Teacher Practices Towards Providing Interaction During Online Education in K-8 Settings","authors":"Gizem Kara, Melis Dilek, Aysegul Liman Kaban","doi":"10.4018/978-1-7998-8717-1.ch008","DOIUrl":"https://doi.org/10.4018/978-1-7998-8717-1.ch008","url":null,"abstract":"The purpose of the present study is to investigate what kind of practices teachers implement to offer interaction opportunities in online education in terms of learner-learner interaction, learner-instructor interaction, and learner-content interaction. The study has been carried out with 55 English teachers who have had online lessons during the COVID-19 pandemic, which has caused the closure of schools at every level until an unknown time. To collect data, a survey was implemented to English teachers who are teaching at K-8 levels and the results of the survey are analyzed quantitatively. The study has found that learner-learner interaction strategies are less implemented by the teachers in comparison to learner-content and learner-instructor interaction practices. Creating a positive learning environment is a building block for teachers to motivate learners in an online classroom setting.","PeriodicalId":199145,"journal":{"name":"Transferring Language Learning and Teaching From Face-to-Face to Online Settings","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128564401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Online Teaching Satisfaction and Technostress at Japanese Universities During Emergency Remote Teaching 日本高校应急远程教学中网络教学满意度与技术压力
Transferring Language Learning and Teaching From Face-to-Face to Online Settings Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8717-1.ch001
M. Apple, Daniel J. Mills
{"title":"Online Teaching Satisfaction and Technostress at Japanese Universities During Emergency Remote Teaching","authors":"M. Apple, Daniel J. Mills","doi":"10.4018/978-1-7998-8717-1.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-8717-1.ch001","url":null,"abstract":"As the COVID-19 pandemic hit Japan in early 2020, courses that were already prepared for face-to-face delivery from the start of the spring term in April suddenly needed to be delivered online via emergency remote teaching. In order to understand the challenges that university faculty faced and to find ways to improve upon the situation if this becomes the “new normal,” it is imperative to understand faculty satisfaction with online teaching and how these perceptions affect motivation and lifestyle. University faculty teaching English-language courses were recruited from several universities in Japan and asked to complete an online survey which consisted of demographics, questions related to online teacher satisfaction, teacher motivation, teacher lifestyle, and open-ended questions. Results indicated mixed feelings toward online education, negative evaluations of the lack of Japanese universities' preparedness for online long-distance learning, and concerns about the social and physical health of students and instructors.","PeriodicalId":199145,"journal":{"name":"Transferring Language Learning and Teaching From Face-to-Face to Online Settings","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127091366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Online Teaching Writing to University Students 大学生在线写作教学
Transferring Language Learning and Teaching From Face-to-Face to Online Settings Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8717-1.ch004
Tamara Kavytska, V. Drobotun
{"title":"Online Teaching Writing to University Students","authors":"Tamara Kavytska, V. Drobotun","doi":"10.4018/978-1-7998-8717-1.ch004","DOIUrl":"https://doi.org/10.4018/978-1-7998-8717-1.ch004","url":null,"abstract":"This chapter examines the emergency online writing instruction aimed at enhancing integrated cause-and-effect writing in tertiary school students. Specifically, the research compares two models of digital support in terms of their impact on the quality of cause-and-effect academic essays. The instruction relied on the integrated approach to writing instruction and the theory of online collaborative learning. The study was organized as experimental training with third-year university students (n=42) as participants who formed two experimental and two control groups. The study shows a generally positive impact of both digitally supported instruction models on the overall quality of cause-and-effect writing. However, different aspects of the indicated writing appeared unevenly affected by digital support of the online course. With the training efficacy of both digital support models confirmed, the general conclusion drawn from the research lies in the idea that only a targeted selection of online technologies can produce a significant enhancement of the skills under training.","PeriodicalId":199145,"journal":{"name":"Transferring Language Learning and Teaching From Face-to-Face to Online Settings","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116142754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Pecha Kucha Presentations Pecha Kucha演示
Transferring Language Learning and Teaching From Face-to-Face to Online Settings Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8717-1.ch002
Soraya García-Sánchez
{"title":"Pecha Kucha Presentations","authors":"Soraya García-Sánchez","doi":"10.4018/978-1-7998-8717-1.ch002","DOIUrl":"https://doi.org/10.4018/978-1-7998-8717-1.ch002","url":null,"abstract":"This comparative research analyses some reflections regarding the teaching and learning approaches designed to foster communicative English language skills under the modality of online education with real-time interaction and multimodal communicative mediation. Because of the global pandemic COVID-19, the higher educational community of three different subjects on English for Specific Purposes (ESP) modified their programs to full online education with different digital tools and interactive methods. A survey was used to analyze students' preferences regarding this abrupt change. Consequently, the delivery of communicative skills through mediated multimodal communication or interaction in English were explored with students' online speaking presentations, which followed the Pecha Kucha model. It is suggested that the multimodal Pecha Kucha speeches allowed participants to produce, receive, interact, and mediate their interpersonal communication with interactive comments, expressed synchronously via MS Teams or posted asynchronously on the forum via written or audio messages.","PeriodicalId":199145,"journal":{"name":"Transferring Language Learning and Teaching From Face-to-Face to Online Settings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129152774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Digital Literacy in Language Education 语言教育中的数字素养
Transferring Language Learning and Teaching From Face-to-Face to Online Settings Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8717-1.ch010
C. Giannikas, Dina Tsagari, T. Liontou
{"title":"Digital Literacy in Language Education","authors":"C. Giannikas, Dina Tsagari, T. Liontou","doi":"10.4018/978-1-7998-8717-1.ch010","DOIUrl":"https://doi.org/10.4018/978-1-7998-8717-1.ch010","url":null,"abstract":"The abrupt shift to online learning and teaching shocked the majority of the language education community who had to become familiar with online tools, resources, and adjust their teaching approaches overnight. Beyond the state of alarm, it is now evident that a nexus between innovation and ICT exists. The pandemic has highlighted the critical role of technology in language education. As part of a larger study, this chapter focuses on language education in Cyprus and examines the issues facing language teachers' digital literacy and competence through the lens of complex and unpredictable adaptive systems. The data displayed and discussed in the chapter contradicts teachers' confidence of their digital literacy and competence of delivering language lessons online and what was applied in practice, and concludes by making specific recommendations at policy making, pedagogical, and research levels.","PeriodicalId":199145,"journal":{"name":"Transferring Language Learning and Teaching From Face-to-Face to Online Settings","volume":"174 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116132451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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