Technology-mediated Crisis Response in Language Studies
Edited by
Senta Goertler [+–]
Michigan State University
Senta Goertler is an Associate Professor of Second Language Studies and German at Michigan State University. She is the co-editor of the 2008 CALICO book on online education and a co-recipient of a CALICO Journal Article of the Year Award. Her co-authored article on planned online language education versus crisis-prompted online language teaching is one of the top most cited articles in the Foreign Language Annals. Recently she co-wrote a book on education abroad.
Jesse Gleason [+–]
Southern Connecticut State University
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Jesse Gleason is Associate Professor of Spanish & Applied Linguistics at Southern Connecticut State University. She is co-editor of a Special Issue of the CALICO Journal on Promoting Social Justice with CALL and recipient of the 2019 Promising Scholar Award from the North American Systemic Functional Linguistics Association.
The COVID-19 crisis was unplanned, unprecedented, and highly unpredictable, leading educators to rethink their pedagogies, policies, practices, technologies, strategies and more. In the months and years following, educational institutions were forced to adjust to new ways of doing their work, refinements with long-term implications for language learning and teaching. Much of the early research in language education which came about as a result of the COVID-19 pandemic focused on its negative effects, such as the lack of infrastructure and preparedness (Tao & Gao, 2022), (in)equitable access for educators and learners (Back, Zavala, & Franco, 2022), perceived lowered outcomes (Moser, Wei & Brenner, 2021), and emotional burdens (MacIntyre, Gregersen, & Mercer, 2020). In this volume, we capture some of the lessons learned during and as a result of the COVID-19 pandemic in order to move forward as a field with intention and purpose, and to take advantage of any crisis-prompted innovation. The volume aims to provide implications for other current and future challenges and crises that require our attention in language teaching and technology. Contributions will bring additional depth to the pandemic discussion in each of the four parts: (1) Emergency Response, (2) Problem Solving, (3) Outcomes, and (4) By-Products.
