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Author:   Julian Chen
Publisher:   Springer Nature Switzerland AG
Imprint:   Springer Nature Switzerland AG
Edition:   1st ed. 2021
Weight:   1.033kg
ISBN:  

9783030840662

ISBN 10:   3030840662
Pages:   555
Publication Date:   02 February 2022
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Manufactured on demand  
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Table of Contents

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 Nettie Boivin.- 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 Nazlı 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; Işıl 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.

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Author Information

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).

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