Transferring Language Learning and Teaching From Face-to-Face to Online Settings
- 9h 50m
- Christina Nicole Giannikas
- IGI Global
- 2022
Language teaching programs have to respond to the need for distance education, with teachers working to transfer their material onto online platforms and/or learning management systems (LMS) even though their materials are not designed with distance learning in mind. COVID-19 has led to English language teaching programs extending their teaching online for the unforeseeable future and trying to adjust the material to deliver high-quality practice. The education emergency caused by the COVID-19 pandemic has revealed that the world needs an education system that favors flexibility and resilience to equip educators to face unpredictable emergencies that may arise.
Transferring Language Learning and Teaching From Face-to-Face to Online Settings examines the phenomenon of emergency language education further and provides an avenue for language teachers and researchers to share their experience, thoughts, and suggestions about transferring their material and teaching approaches from face-to-face (f2f) to an online setting. The edited volume offers a platform for exploring how the field of language teaching is adapting to changes that have derived from the pandemic, with a strong focus on the challenges faced and ways to move forward. Covering topics such as digital pedagogy and teacher education, it is ideal for instructors, faculty trainers, instructional designers, administrators, policymakers, researchers, teachers, teacher educators, and students.
About the Author
Christina Nicole Giannikas holds a PhD in the field of Applied Linguistics. She is an education and research consultant and has worked with publishers, Ministries of Education and educational institutions worldwide. Christina also works in Higher Education where she lectures courses in Applied Linguistics and is an experienced teacher trainer of pre-service and in-service teacher education programs in Cyprus, Greece and the UK. She specializes in the areas of early language learning, age-appropriate digital pedagogies, digital literacies, assessment, and Teacher Education. Christina has edited and authored a number of books, journal papers, book chapters, and teacher education articles and has been invited to present her work across Europe, Asia, and the United States. For the last four years, Christina has been serving as Chair of the EuroCALL Teacher Education SIG and recently became the EuroCALL National Contact for Greece. She is an invited research collaborator of FLETATIS (Foreign Language Education through Applied Technologies) and EnA research Group at OsloMet.
In this Book
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Online Teaching Satisfaction and Technostress at Japanese Universities during Emergency Remote Teaching
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Pecha Kucha Presentations—Digital Adaptation and Online Communication in ESP Higher Education
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Emergency Remote Teaching in Tertiary Education—Issues Raised, Solutions Given, and Lessons Learned
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Online Teaching Writing to University Students—Negative Stereotypes Ruined
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University Students Going Online during the COVID-19 Pandemic—Experiences from a Blended Delivery Course Model in Greece
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The Potential of a Telecollaborative Translation Course—Virtual Exchange during the Pandemic and Beyond
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Teacher Online ELT Experiences in a Rural Primary School in China during the COVID-19 Pandemic
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Teacher Practices towards Providing Interaction during Online Education in K-8 Settings
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Influence of Positive Student-Teacher Interaction on the Meaning-Making Process in Virtual Learning—A Study in the Primary English Class
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Digital Literacy in Language Education—The COVID-19 Era of Cyprus
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Accommodating New Challenges—EFL Student Teacher and Teacher Trainer Attitudes towards Transferring Teacher-Training Online
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Engendering WTC in Online Learning Spaces—Peer Connectivity is More Important than We May Think
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Exploring the Shaping of English Language Teacher Practices While Working with Refugees and Asylum Seekers during the COVID-19 Pandemic
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Language Teachers' Health—Emotions and Wellbeing in the COVID-19 Pandemic
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Building a K-12 Educator Community of Learners during Emergency Remote Learning
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Understanding Teacher Burnout Coping Strategies during a Global Pandemic
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Compilation of References
