Communicative Online Language Teaching in Disruptive Times: A Redesign of the Introductory Spanish Curriculum

Autor/inn/en	Russell, Victoria; Swanson, Peter
Titel	Communicative Online Language Teaching in Disruptive Times: A Redesign of the Introductory Spanish Curriculum
Quelle	In: Dimension, (2022), S.12-34 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Spanish; Introductory Courses; Second Language Learning; Second Language Instruction; Story Telling; Communicative Competence (Languages); Teaching Methods; Armed Forces; COVID-19; Pandemics; Online Courses; Educational Change; Language Teachers; Course Descriptions; Lesson Plans; Student Evaluation; Intervention; Cultural Context; Instructional Design; Curriculum Design; Open Educational Resources; Undergraduate Students; Military Training; Colorado (Colorado Springs) + Suchen Sie Ihr Suchwort? Spanisch; Einführungskurs; Zweitsprachenerwerb; Fremdsprachenunterricht; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Teaching method; Lehrmethode; Unterrichtsmethode; Military; Militär; Online course; Online-Kurs; Bildungsreform; Language teacher; Sprachunterricht; Kursstrukturplan; Lesson planning; Unterrichtsplanung; Schulnote; Studentische Bewertung; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrplangestaltung; Militärausbildung
Abstract	In this article, the authors describe the redesign of a first-semester Spanish course at the United States Air Force Academy due to the COVID-19 crisis and the subsequent transition from traditional, face-to-face instruction to fully online language teaching during the fall of 2020. More than 200 learners were enrolled across 11 course sections that were taught by eight different instructors who were required to use the same syllabus, learning platforms, lesson plans, and assessments under the supervision of a course director. The developers integrated a series of pedagogical interventions--such as online integrated performance assessments, lessons and content that were infused with open-access, authentic materials, and a digital storytelling project--to ensure that students engaged in three modes of communication within a meaningful cultural context. The instruction of culture, intercultural communicative competence, and pragmatics figured predominantly into the course design, which could be replicated by instructors who wish to teach language communicatively online. (As Provided).
Anmerkungen	Southern Conference on Language Teaching. P.O. Box 33615, Decatur, GA 30033. Tel: 404-290-1942; Web site: http://www.scolt.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01