Abstract
In this chapter, four authors who worked together during the first year of the pandemic in a national action research (AR) Program in Australia describe their experiences and what lessons they learned in relation to professional development in a time of emergency remote teaching. The Action Research in English Language Intensive Courses for Overseas Students (ELICOS) Program, which has been offered since 2010, aims to introduce teachers working in the international student sector, to processes through which they can carry out small-scale practitioner enquiry in their own organisational contexts. The first author, the facilitator of the Program, outlines the rapid changes that had to be made to the way the Program was structured and offered because of the pandemic. The other three authors describe their AR and what they learned about the kinds of professional support sought by their colleagues during this time. The chapter concludes by considering the implications of the research and the lessons learned.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Blume, C. (2020). German teachers’ digital habitus and their pandemic pedagogy. Postdigital Science and Education, 2, 879–905.
Burns, A. (2021). Action research: Transformation in the first year of a pandemic. Research Notes, 81, 3–7. Downloadable from https://www.cambridgeenglish.org/Images/630859-research-notes-81.pdf
Burns, A. (2022). More of a fairy godmother type of teacher. In K. Sadeghi & F. Ghaderi (Eds.), Technology-enhanced language teaching and learning: Lessons from the Covid-19 pandemic. Bloomsbury.
Burns, A., Edwards, E., & Ellis, N. (2022). Sustaining action research. Routledge.
Davies, J. A., Davies, L. J., Conlon, B., Emerson, J., Hainsworth, H., & McDonough, H. G. (2020). Responding to Covid-19 in EAP contexts: A comparison of courses at four Sino-Foreign Universities. International Journal of TESOL Studies, 2(2), 32–51.
Gilakjani, A. P., & Leong, L. M. (2012). EFL teachers’ attitudes toward using computer technology in English language teaching. Theory and Practice in Language Studies, 2(3), 630–636.
Hockly, N. (2018). Blended learning. ELT Journal, 72(1), 97–101.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 3. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Juárez-Díaz, C., & Perales, M. (2021). Language teachers’ emergency remote teaching experiences during the COVID-19 confinement. Profile: Issues in Teachers’ Professional Development, 23(2), 121–135.
Kohnke, L., & Jarvis, A. (2021). Co** with English for Academic Purposes provision during COVID-19. Sustainability, 13, 8642. https://doi.org/10.3390/su13158642
Mercer, N. (2000). Words and Minds: How we use language to think together. Routledge.
Mercer, N. (2019). Language and the Joint Creation of Knowledge: The selected works of Neil Mercer. Routledge.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Burns, A., Matteson, R., Phease, K., West, J. (2023). ‘We’ve Been Able to Continue with Our Teaching’: Technology and Pedagogy in Emergency Remote Language Education. In: Sadeghi, K., Thomas, M. (eds) Second Language Teacher Professional Development. Digital Education and Learning. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-12070-1_5
Download citation
DOI: https://doi.org/10.1007/978-3-031-12070-1_5
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-031-12069-5
Online ISBN: 978-3-031-12070-1
eBook Packages: Social SciencesSocial Sciences (R0)