Pub Date : 2021-05-24DOI: 10.14705/RPNET.2021.52.1279
Mahbod Ghaffari
This case study will focus on the COVID-19 lecturers’ experience in the Faculty of Asian and Middle Eastern Studies (FAMES) at the University of Cambridge. After a brief background about how the academic year works in the University of Cambridge and an introduction about the situation after the outbreak of COVID-19 in the UK, the author will discuss about the measures taken by the faculty and the way the teaching was conducted in the FAMES in general and Persian language courses in particular. Then, the challenges and problems regarding online teaching in Department of Middle Eastern Studies (DMES) will be highlighted. Finally, a short explanation about the way the examination and assessment were handled in the faculty will be provided. The findings show excellent management and steady leadership turned the classic classroom-based teaching to remote and online teaching. Also, professional collaboration and performance of lecturers along with the ongoing technical and training support were the main factors to go through the critical phase of the pandemic’s impact successfully. It seems that the language teachers have gained valuable experience and skills in teaching languages differently, which can be deployed in future post pandemic situations.
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Pub Date : 2021-05-24DOI: 10.14705/RPNET.2021.52.1283
J. Schmied
This chapter reports on the ‘Corona teaching’ in a department of English studies at a German university of technology. It discusses the general frame in the German university system and in this specific department, faculty and university. It focuses on the responses depending on participants and learning objectives. One larger lecture for 1st year Bachelor of Arts (BA) students used Moodle to teach a traditional knowledge transfer course, the ‘History of English language and culture’. One smaller seminar used Big Blue Button (BBB) to teach a more interactive Master of Arts (MA) course on ‘Translation theory and technology’. The overall experience was positive for the good students who managed the challenge well, but it was negative for others who were less privileged in their technical equipment or their resilience. Some losses included more social class activities; opportunities included additional learning in the media and digital contexts – possibly invaluable advantages for further developments for modern foreign language specialists in future.
本章报道了德国一所工业大学英语研究系的“科罗娜教学”。它讨论了德国大学系统的总体框架，以及在这个特定的院系、学院和大学中。它侧重于根据参与者和学习目标的反应。在一个为文学学士(BA)一年级学生举办的大型讲座中，Moodle教授了一门传统的知识转移课程——“英语语言和文化的历史”。一个较小的研讨会使用Big Blue Button (BBB)教授一个更具互动性的“翻译理论与技术”文学硕士(MA)课程。总的来说，对于那些很好地应对了挑战的优秀学生来说，这种体验是积极的，但对于那些在技术设备或适应能力方面不那么优越的学生来说，这种体验是消极的。一些损失包括更多的社会阶层活动;机会包括在媒体和数字环境下的额外学习，这可能是未来现代外语专家进一步发展的宝贵优势。
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Pub Date : 2021-05-24DOI: 10.14705/RPNET.2021.52.1275
Geneviève Bordet
This chapter focuses on the impact of the COVID-19 pandemic on language classes in a Paris university in 2020. The first case studied is a Master of Arts (MA) class in translation studies. The forced and sudden switch to online learning was well accepted by students who cooperated with the academic staff to choose an online platform, in the absence of any available institutional resource. Although online teaching proved efficient in terms of learning output, it implied a lot of extra work to ensure interaction between teacher and students. Besides, important discrepancies appeared between students as regards equipment and connection. The second case is taken from language classes with Bachelor of Arts (BA) students. Communication was compromised by students’ reluctance to activate their webcams, seen as a threat for their privacy. Material problems such as poor connection were thus compounded by the digital divide among them. This situation reveals disparities between students while opening opportunities for change. The priority should be given to an assessment of students’ needs in a context of pandemics, at an international level.
{"title":"Teaching online in translation studies: a teacher-researcher’s feedback\u0000 from France","authors":"Geneviève Bordet","doi":"10.14705/RPNET.2021.52.1275","DOIUrl":"https://doi.org/10.14705/RPNET.2021.52.1275","url":null,"abstract":"This chapter focuses on the impact of the COVID-19 pandemic on language\u0000 classes in a Paris university in 2020. The first case studied is a Master of\u0000 Arts (MA) class in translation studies. The forced and sudden switch to\u0000 online learning was well accepted by students who cooperated with the\u0000 academic staff to choose an online platform, in the absence of any available\u0000 institutional resource. Although online teaching proved efficient in terms\u0000 of learning output, it implied a lot of extra work to ensure interaction\u0000 between teacher and students. Besides, important discrepancies appeared\u0000 between students as regards equipment and connection. The second case is\u0000 taken from language classes with Bachelor of Arts (BA) students.\u0000 Communication was compromised by students’ reluctance to activate their\u0000 webcams, seen as a threat for their privacy. Material problems such as poor\u0000 connection were thus compounded by the digital divide among them. This\u0000 situation reveals disparities between students while opening opportunities\u0000 for change. The priority should be given to an assessment of students’ needs\u0000 in a context of pandemics, at an international level.","PeriodicalId":267478,"journal":{"name":"The world universities’ response to COVID-19: remote online language\n teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133681277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-24DOI: 10.14705/RPNET.2021.52.1278
M. Freddi
This chapter is a reflective account of the author’s experience as a teacher of English at the University of Pavia during the first wave of the SARS-CoV-2 pandemic. It considers the design and delivery of an English for architecture and construction engineering course as well as the assessment stage of a text analysis course. It proceeds by presenting and discussing the decisions implemented as a consequence of the crisis situation and reflects on principles of English language teaching, learning, and assessment in general and English for Specific Purposes (ESP) in particular. In doing so, it addresses the book project rationale as an opportunity to reflect on the adjustments made to various planning and design factors informing language education during the health crisis and thought to be generalisable to language teaching, learning, and assessment in the global digital world. It concludes with thoughts on what the future of digital language teaching, learning, and assessment could look like.
{"title":"Reflection on digital language teaching, learning, and assessment in\u0000 times of crisis: a view from Italy","authors":"M. Freddi","doi":"10.14705/RPNET.2021.52.1278","DOIUrl":"https://doi.org/10.14705/RPNET.2021.52.1278","url":null,"abstract":"This chapter is a reflective account of the author’s experience as a\u0000 teacher of English at the University of Pavia during the first wave of the\u0000 SARS-CoV-2 pandemic. It considers the design and delivery of an English for\u0000 architecture and construction engineering course as well as the assessment\u0000 stage of a text analysis course. It proceeds by presenting and discussing\u0000 the decisions implemented as a consequence of the crisis situation and\u0000 reflects on principles of English language teaching, learning, and\u0000 assessment in general and English for Specific Purposes (ESP) in particular.\u0000 In doing so, it addresses the book project rationale as an opportunity to\u0000 reflect on the adjustments made to various planning and design factors\u0000 informing language education during the health crisis and thought to be\u0000 generalisable to language teaching, learning, and assessment in the global\u0000 digital world. It concludes with thoughts on what the future of digital\u0000 language teaching, learning, and assessment could look like.","PeriodicalId":267478,"journal":{"name":"The world universities’ response to COVID-19: remote online language\n teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122798851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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