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    Reimagining crisis teaching through autoethnography: a case of an online Japanese course

    85247.pdf (567.4Kb)
    Access Status
    Open access
    Authors
    Chen, Julian
    Sato, Eriko
    Date
    2021
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Chen, J. and Sato, E. 2021. Reimagining crisis teaching through autoethnography: a case of an online Japanese course. Innovation in Language Learning and Teaching.
    Source Title
    Innovation in Language Learning and Teaching
    DOI
    10.1080/17501229.2021.1973011
    ISSN
    1750-1237
    Faculty
    Faculty of Humanities
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/85405
    Collection
    • Curtin Research Publications
    Abstract

    The global pandemic has forced all language teachers, regardless of their affinity to and preparation for online teaching, to convert their face-to-face courses into online versions of crisis teaching. Despite being a crisis, it has also opened opportunities for language educators and researchers to identify innovative ways of evaluating, improving and revamping their current practices. This timely paper reports on emerging issues triggered by emergency remote teaching (ERT), gleaning from the in-depth observations and critical reflections of a Japanese language program coordinator (instructor). Through autoethnography, she provided her first-hand experience and critical reflection on the ERT phenomenon. Qualitative data were gathered from her journal reflections, course evaluations, student assessment outcomes, and communication records documented in Blackboard. The findings pinpoint the following aspects amid ERT: the primacy of tele-/co-presence and the issue of privacy; solutions for online test proctoring and technical malfunction; pedagogically-sound assessment methods in fully online contexts; the balance between asynchronous and synchronous modes and interactions among students. The salient aspects offer best practices that synergize pedagogy and technology for less commonly taught languages delivered in a fully online environment. These valuable lessons learned from ERT can be conducive to future remote teaching in the post-COVID-19 era.

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