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Handbook of Research on Effective Online Language Teaching in a Disruptive Environment最新文献

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Shifting Gears 将齿轮
Handbook of Research on Effective Online Language Teaching in a Disruptive Environment Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7720-2.ch004
Kathleen D. Shelton
{"title":"Shifting Gears","authors":"Kathleen D. Shelton","doi":"10.4018/978-1-7998-7720-2.ch004","DOIUrl":"https://doi.org/10.4018/978-1-7998-7720-2.ch004","url":null,"abstract":"In March 2020, all Ohio school buildings were closed due to the COVID-19 global pandemic, leaving districts in crisis mode to complete the school year. This chapter per the authors details how the specialists in world languages and cultures at the Ohio Department of Education, in collaboration with the Ohio Foreign Language Association, were able to quickly and efficiently initiate virtual support for Ohio language teachers during the Spring 2020 school year, lead a summer professional learning series to prepare teachers for remote and blended learning the following school year, and continue virtually supporting teachers throughout the disruptions of the 2020-2021 school year. Priorities focused on teachers' and learners' social-emotional needs, high-quality and practical instructional resources that made language learning accessible for all, and a professional learning framework that modeled strategies for reimagining language instruction in an in-person, remote, or blended environment.","PeriodicalId":436378,"journal":{"name":"Handbook of Research on Effective Online Language Teaching in a Disruptive Environment","volume":"188 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":"121465491","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 Training and Online Teaching 教师培训和在线教学
Handbook of Research on Effective Online Language Teaching in a Disruptive Environment Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7720-2.ch012
Krista S. Chambless, Kelly M. Moser, Sandrine Hope
{"title":"Teacher Training and Online Teaching","authors":"Krista S. Chambless, Kelly M. Moser, Sandrine Hope","doi":"10.4018/978-1-7998-7720-2.ch012","DOIUrl":"https://doi.org/10.4018/978-1-7998-7720-2.ch012","url":null,"abstract":"The WL profession currently does not have a framework to guide pre-service education programs related to online and/or remote instruction. While the ACTFL/CAEP standards affirm that teachers should be able to use technology and adapt and create instructional materials for use in communication, there is an underlying assumption that the technology will be integrated to supplement rather than supplant instruction. The focus, then, remains on in-class, on-campus experiences for learners and educators. This chapter provides a rationale for including online pedagogy in teacher preparation programs, explores current frameworks for online teaching (TPACK, Community of Inquiry, Pyramid Model, ADDIE), and proposes six considerations for integrating online language teaching as a foundational component of preservice preparation.","PeriodicalId":436378,"journal":{"name":"Handbook of Research on Effective Online Language Teaching in a Disruptive Environment","volume":"139 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":"115084966","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 Role of Continuous Professional Development Workshops in the Technological-Pedagogical Skills Development of Teacher Trainers 持续专业发展讲习班在教师培训人员技术教学技能发展中的作用
Handbook of Research on Effective Online Language Teaching in a Disruptive Environment Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7720-2.ch011
Imre Fekete, Rita Divéki
{"title":"The Role of Continuous Professional Development Workshops in the Technological-Pedagogical Skills Development of Teacher Trainers","authors":"Imre Fekete, Rita Divéki","doi":"10.4018/978-1-7998-7720-2.ch011","DOIUrl":"https://doi.org/10.4018/978-1-7998-7720-2.ch011","url":null,"abstract":"University instructors' technological-pedagogical knowledge receives much attention in the current professional discourse. This chapter introduces a case study based on a workshop series organised by the members of the language pedagogy department of a Hungarian university for the technological-pedagogical development of the instructors owing to COVID-19-triggered emergency remote teaching. Ten participants took part in the workshops and the study, including the two researcher-participants. Through semi-structured interviews, triangulated with field notes and personal communication, it was found that the members of the department welcomed the workshop series, especially because it was tailored to their needs. The first remote teaching period posed many challenges, but because of the workshops, the instructors felt more secure to experiment with online teaching possibilities and were able to teach higher quality lessons. Participants also reported that the workshop series resulted in feeling a sense of community and that its affordances broadened their technological-pedagogical repertoire.","PeriodicalId":436378,"journal":{"name":"Handbook of Research on Effective Online Language Teaching in a Disruptive Environment","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":"129922834","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
Training Bilingual Interpreters in Healthcare Settings 培训医疗机构的双语口译员
Handbook of Research on Effective Online Language Teaching in a Disruptive Environment Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7720-2.ch015
Fernando Melero-García
{"title":"Training Bilingual Interpreters in Healthcare Settings","authors":"Fernando Melero-García","doi":"10.4018/978-1-7998-7720-2.ch015","DOIUrl":"https://doi.org/10.4018/978-1-7998-7720-2.ch015","url":null,"abstract":"This chapter examines students' perceptions of their online learning experience in a healthcare interpreting course as well as their self-efficacy beliefs. The results suggest that teaching presence is essential in online learning, as students indicated that the feedback provided by the instructor were among the most helpful aspects of the course. Additionally, including activities that required learners to interact and collaborate throughout the semester was an effective way of creating social presence. Students specifically perceived that doing peer-evaluations with a classmate on a weekly basis helped them learn and increased their confidence. Regarding self-efficacy beliefs, by the end of the semester students considered that they can meet the requirements established in the National Standards of Practice for Interpreters in Health Care. Overall, a collaborative online environment was successfully created, and learners had a worthwhile learning experience. This study provides meaningful data that can inform future online teaching practices.","PeriodicalId":436378,"journal":{"name":"Handbook of Research on Effective Online Language Teaching in a Disruptive Environment","volume":"5 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":"116482519","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
Investigating Creativity in Online K-12 World Language Classrooms 调查在线K-12世界语言课堂的创造力
Handbook of Research on Effective Online Language Teaching in a Disruptive Environment Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7720-2.ch008
Anne Cummings Hlas, Jesselyn J. Nadolny, Christopher S. Hlas
{"title":"Investigating Creativity in Online K-12 World Language Classrooms","authors":"Anne Cummings Hlas, Jesselyn J. Nadolny, Christopher S. Hlas","doi":"10.4018/978-1-7998-7720-2.ch008","DOIUrl":"https://doi.org/10.4018/978-1-7998-7720-2.ch008","url":null,"abstract":"This chapter outlines creativity in the world language classroom through the results of a mixed-methods study during the COVID-19 pandemic. While there has been a growing interest in creativity within education, little has been researched related to creative and uncreative factors in the language classroom, specifically in an online teaching context. For this reason, this research study explores creativity in the online world language K-12 classroom by examining teaching artifacts self-selected by K-12 language teachers, as well as interviews with interested participants. Findings suggest that creativity is multidimensional with creative factors overlapping within artifacts. Additionally, teachers have persisted throughout the pandemic to integrate creativity in order to engage students with the content in various ways, harness student attention, and give students choice. In addition, teachers have used various technologies to provide opportunities for students to work asynchronously and synchronously.","PeriodicalId":436378,"journal":{"name":"Handbook of Research on Effective Online Language Teaching in a Disruptive Environment","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":"126129678","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
Empowering and Motivating Language Students in an Online Environment 授权和激励语言学生在网络环境
Handbook of Research on Effective Online Language Teaching in a Disruptive Environment Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7720-2.ch006
Kelly Conroy, Jillian L. Lykens
{"title":"Empowering and Motivating Language Students in an Online Environment","authors":"Kelly Conroy, Jillian L. Lykens","doi":"10.4018/978-1-7998-7720-2.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-7720-2.ch006","url":null,"abstract":"This chapter explores pandemic-driven innovations in world language (WL) curriculum design and content delivery that encouraged student communication during remote learning. The study focused on questionnaire data from 49 WL instructors who identified specific pedagogical techniques acquired and honed during the COVID-19 pandemic, even amidst unprecedented hardships. Results indicated that WL instructors found most successful the types of activities which allowed for more timely feedback and student choice and built communicative skills for real-life situations. Furthermore, the instructors shared post-pandemic plans to employ more of these technological tools that fostered student collaboration and engagement, with a focus on building community and supporting social and emotional learning. Educators also emphasized deepened awareness regarding the myriad inequities among learners, the importance of establishing rapport with students, and the value of their own professional networks.","PeriodicalId":436378,"journal":{"name":"Handbook of Research on Effective Online Language Teaching in a Disruptive Environment","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":"129482067","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
How Reflective Practice Informs Blended and Online Language Instruction 反思性实践如何影响混合式和在线语言教学
Handbook of Research on Effective Online Language Teaching in a Disruptive Environment Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7720-2.ch003
Lauren Rosen, Shelley L. Hay, M. Maeda, Sandrine Pell, Natalia Roberts
{"title":"How Reflective Practice Informs Blended and Online Language Instruction","authors":"Lauren Rosen, Shelley L. Hay, M. Maeda, Sandrine Pell, Natalia Roberts","doi":"10.4018/978-1-7998-7720-2.ch003","DOIUrl":"https://doi.org/10.4018/978-1-7998-7720-2.ch003","url":null,"abstract":"This chapter discusses how reflection is essential to informing instruction. The authors reflect on the community-building strategies implemented through an onboarding process prior to the start of the semester that ensures connection and engagement among students who are physically separated. This process opens a line of communication between students and instructors providing essential feedback to identify and address needs as well as build a trusting and open relationship for student-instructor engagement. The authors discuss how throughout the course, student reflection on their learning enabled them to recognize achievements, identify issues, and shape instructional practices. These reflections are an integral part of the interweaving of asynchronous and synchronous sessions based on four different learning models. All learning models included clear scaffolding for maximum benefit regardless of learning environments. The ongoing adjustments based on reflection proved worthy as student communication skills remained equal to those of pre-pandemic learning.","PeriodicalId":436378,"journal":{"name":"Handbook of Research on Effective Online Language Teaching in a Disruptive Environment","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":"129733474","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
Active Discussion Approaches for the Synchronous Online World Language Classroom 同步在线世界语言课堂的主动讨论方法
Handbook of Research on Effective Online Language Teaching in a Disruptive Environment Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7720-2.ch005
Julie A. Sellers
{"title":"Active Discussion Approaches for the Synchronous Online World Language Classroom","authors":"Julie A. Sellers","doi":"10.4018/978-1-7998-7720-2.ch005","DOIUrl":"https://doi.org/10.4018/978-1-7998-7720-2.ch005","url":null,"abstract":"The COVID-19 pandemic changed the context of world language teaching and learning around the globe in 2020 when schools unexpectedly switched to remote learning. In the face of this unanticipated shift, world language educators sought ways to adapt communicative language teaching to remote delivery. Active discussion approaches effectively encourage students to master course material and gain proficiency in synchronous online classes. This chapter discusses best practices for active discussions and offers examples for creating engaging discussion approaches for synchronous online world language classes.","PeriodicalId":436378,"journal":{"name":"Handbook of Research on Effective Online Language Teaching in a Disruptive Environment","volume":"25 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":"117094681","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
Coping With Online Practicum 应对在线实习
Handbook of Research on Effective Online Language Teaching in a Disruptive Environment Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7720-2.ch016
Silvie Převrátilová
{"title":"Coping With Online Practicum","authors":"Silvie Převrátilová","doi":"10.4018/978-1-7998-7720-2.ch016","DOIUrl":"https://doi.org/10.4018/978-1-7998-7720-2.ch016","url":null,"abstract":"This chapter examines the experience of eight pre-service teachers of Czech as a Second Language both in Spring 2020, when their teaching practicum classes abruptly turned online, and Fall 2020, when online teaching became the “new normal,” and traces how they coped with the new instructional media. The data were collected in two group zoom sessions with a supervisor and two observed lessons with observation sheets and lesson plans, and finally, in a written reflection and a recorded group interview. The teachers identified two main problems: 1) a lack of previous training and experience with online instruction and 2) classroom management specifics related to the nature of online lessons. Peer observation and collaborative tasks emerged as the main coping strategies. Although the teachers adapted to the new situation well, training programs should provide more courses on CALL (computer-assisted language learning) in their curricula in the future.","PeriodicalId":436378,"journal":{"name":"Handbook of Research on Effective Online Language Teaching in a Disruptive Environment","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":"126331441","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
Core Practices for World Language Teaching in the United States During the COVID-19 Pandemic COVID-19大流行期间美国世界语言教学的核心实践
Handbook of Research on Effective Online Language Teaching in a Disruptive Environment Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7720-2.ch002
F. J. Troyan, Emre Başok, David R. . Carr
{"title":"Core Practices for World Language Teaching in the United States During the COVID-19 Pandemic","authors":"F. J. Troyan, Emre Başok, David R. . Carr","doi":"10.4018/978-1-7998-7720-2.ch002","DOIUrl":"https://doi.org/10.4018/978-1-7998-7720-2.ch002","url":null,"abstract":"This chapter presents the results of a nationwide questionnaire of world language teachers in the United States (n=135) that sought to examine how they perceived the impact of the COVID-19 pandemic on their ability to enact certain “core practices” for world language teaching. Quantitative analysis of Likert items and qualitative analysis of open-ended questions allowed for the examination of the teacher's perceptions of their practice related to three core practices that have been identified as essential to the work of contextualized, standards-based instruction. The findings contribute to an understanding of the realities of world language teaching during the COVID-19 pandemic, the disruptions created by it, and the challenges faced in carrying out the work of world language teaching. Given these insights, suggestions are made for ways forward for the work in core practices in world language teacher education, as well as for pedagogies for practice-based world language teacher education.","PeriodicalId":436378,"journal":{"name":"Handbook of Research on Effective Online Language Teaching in a Disruptive Environment","volume":"2014 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":"127560715","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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