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Teaching can be considered a form of social influence, increasing students’ knowledge, and therefore, having an impact on students’ learning. Instructors can design their teaching practices considering all this, and they can even become mentors to facilitate social change (Butera et al., 2021).
One of the main challenges for educators during the pandemic has been successfully transitioning to online teaching, in some cases without adequate training. This article will address these issues and suggest effective practices for teaching Spanish online, especially in emergency remote teaching situations.
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.
Purpose: The COVID-19 pandemic forced educational institution to rapidly switch to online delivery. Even if the pandemic seems to be over, online learning will continue to constitute at least a part of the course's delivery in the future.
As part of its Raise the Bar: Create Pathways for Global Engagement, the Biden-Harris Administration today launched “Being Bilingual is a Superpower,” an initiative by the U.S. Department of Education (Department) to promote multilingual education and bolster high-quality language programs and a diverse multilingual educator workforce across the country.
With courses being moved online because of COVID-19, there is a need for exploring innovative and effective online teaching models. This article firstly introduces the pedagogical practice of the fully online flipped instruction (FOFI), an adaptation of the flipped classroom approach that is employed completely online, which has been adopted for EFL undergraduates in China during COVID-19 ...
The U.S. Department of Education (Department) is committed to supporting states and school districts in offering in-person learning to all families and doing so safely by adopting science-based strategies for preventing the spread of COVID-19 that are aligned with the guidance from the Centers for Disease Control and Prevention (CDC).
Administrators, educators, school staff, students, and families across the nation have responded to the coronavirus disease 2019 (COVID-19) pandemic and transitioned to the “school at home” setting. This shift to students learning and teachers and faculty teaching from home is an example of continuity of teaching and learning services (#COOPTeachandLearn), a critical component of ...