Between Waves: LINC Instructors' Perspectives on Pandemic Teaching

Autor/in	Detwyler, Dmitri
Titel	Between Waves: LINC Instructors' Perspectives on Pandemic Teaching
Quelle	In: TESL Canada Journal, 39 (2022) 1, S.1-19 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	COVID-19; Pandemics; Adult Education; English (Second Language); Second Language Instruction; School Closing; Distance Education; Adult Educators; Barriers; Access to Education; Technological Literacy; Accountability; Expectation; Foreign Countries; Immigrants; Refugees; Online Courses; Teaching Conditions; Coping; Teacher Responsibility; Canada + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Access; Bildung; Zugang; Bildungszugang; Technisches Wissen; Verantwortung; Expectancy; Erwartung; Ausland; Immigrant; Immigrantin; Immigranten; Flüchtling; Online course; Online-Kurs; Lehrbedingungen; Unterrichtsbedingungen; Bewältigung; Lehrverpflichtung; Kanada
Abstract	The 2020 outbreak of the global COVID-19 pandemic imposed emergency remote teaching on adult English as a second language (ESL) programs globally, creating unprecedented challenges not only for language learners but also for instructors. Immense difficulties were produced in the collision between a biological hazard (the novel coronavirus) and the power-inflected social structures that organize language teaching in different locales. In this paper I explore some impacts of the pandemic on three instructors in the single largest adult ESL program in Canada, Language Instruction for Newcomers to Canada (LINC). Grounded in an account of the historical origins and development of the LINC program, a reflexive thematic analysis of instructor responses to vignettes of resonant challenges identified three major issues that were intensified by the pandemic: navigating digital inequities, balancing the teaching of digital literacies and language teaching in an accountability framework, and managing boundaries and expectations. These results are contextualized in the larger conversations around LINC and adult ESL programming globally, and some implications and new directions for the post-pandemic landscape now visible on the horizon are also considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01