Technology-mediated Crisis Response in Language Studies - Senta Goertler

Technology-mediated Crisis Response in Language Studies - Senta Goertler

7. Spanish Language Teachers’ Experiences During the Pandemic: From In-person to Online Teaching and Back

Technology-mediated Crisis Response in Language Studies - Senta Goertler

Claudia Sanchez Gutierrez [+-]
University of California, Davis
Claudia Sánchez-Gutiérrez is an Associate Professor at the Department of Spanish and Portuguese at UC Davis. She specializes in second language acquisition and teaching, with a particular focus on vocabulary teaching/learning and the emotional aspects of learning a language as an adult. She is also the director of the First-Year Spanish program at UC Davis and, as such, she designs syllabi and teaching materials for the program while also training and supervising the TAs who teach them.
Ana Ortega Perez [+-]
University of California, Davis (PhD candidate)
Ana Ortega Pérez is a PhD candidate in Spanish Linguistics at the University of California, Davis. She completed a BA in Journalism at the Universidad de Sevilla, an MA in International Relations at the Universidad Internacional de Andalucía and a PhD in Communication at the Universidad de Sevilla. Her research interests are heritage speakers, material development, Task-Based Language Teaching, and culture.
Ana Ruiz Alonso Bartol [+-]
University of California, Davis
Ana Ruiz-Alonso-Bartol is a PhD student in Spanish Linguistics at the University of California, Davis, with an emphasis on second language acquisition. She completed her MA in Spanish with a Minor in TESOL at West Virginia University and a BA in Translation and Interpreting at the University of Salamanca (Spain). She is interested in SLA, L2 teaching methodologies and remote learning.
Paloma Fernandez Mira [+-]
University of California, Davis (PhD candidate)
Paloma Fernández-Mira is a PhD candidate in Spanish Linguistics at the University of California, Davis. She completed her MA in Teaching Spanish as a Foreign Language at the University of Salamanca, Spain. Her research interests center around Spanish learner corpora, second language acquisition, and L2 Spanish teaching.
Diane Querrien [+-]
Concordia University
Diane Querrien is an Associate Professor at the Département d’études françaises at Concordia University (Montreal). Her research focuses on the teaching of French as a second/foreign language in higher education and second language teacher education. She is also an active participant and researcher in initiatives of the Québécois regional school communities to support the development of French among multilingual students.
Shelley Dykstra [+-]
University of California, Davis (PhD candidate)
Shelley Dykstra is a PhD candidate in Spanish Linguistics pursuing emphases in Second Language Acquisition and Writing, Rhetoric, and Composition Studies at the University of California, Davis. She completed her MA in Spanish Linguistics at University of Barcelona, Spain, and her BA in Linguistics Language Study from University of California, San Diego. Her current research interests are second language and heritage language reading and writing, online teaching and learning, and language learners’ emotions.

Description

In chapter 7, Claudia Sánchez-Gutiérrez, Ana Ortega Pérez, Ana Ruiz Alonso-Bartol, Paloma Fernández-Mira, Diane Querrien, and Shelley Dykstra offer a unique viewpoint from six teaching assistants on ERTL instruction during the pandemic as it compared to a return to the new normal post-pandemic. Unlike an abundance of research on ERTL which has pointed to elevated levels of stress and emotional labor, especially as experienced by educators, the authors explain how this was not the case in their particular context of a large lower-division Spanish program. The authors point to several key reasons, including their belonging to a close-knit community of practice, well-structured leadership that included lead TAs for each course level within the program, and a pedagogization of technology (Rapanta et al., 2021), which encouraged instructor flexibility and innovation. Similar to the findings from Rüschoff, as well as Guiponni and colleagues, this research points to educators’ ability to adapt during a crisis – be it through their own reflection, the participation in professional development, or through local support.

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Citation

Sanchez Gutierrez, Claudia; Perez , Ana Ortega ; Bartol, Ana Ruiz Alonso ; Fernandez Mira, Paloma; Querrien , Diane ; Dykstra, Shelley . 7. Spanish Language Teachers’ Experiences During the Pandemic: From In-person to Online Teaching and Back. Technology-mediated Crisis Response in Language Studies. Equinox eBooks Publishing, United Kingdom. p. 135-154 Apr 2024. ISBN 9781800504561. https://www.equinoxpub.com/home/view-chapter/?id=45102. Date accessed: 23 Nov 2024 doi: 10.1558/equinox.45102. Apr 2024

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