Language learning and teaching in the Covid19 era

Covid 19 has arrived. And, although everything has changed, there is an expectation that things will somehow go on as before. That society will operate the way it has always. I personally think that that's an unrealistic belief.

Anyway, what I'd like to do here is gather my thoughts and work out just how I might continue to function as a language teacher. (My conclusions will no doubt also inform me how to continue as a language learner myself). 

I teach English to a group of mainly ex-refugee background students whose first language is either Arabic or Farsi. As a result of the current pandemic, I am expected, for the foreseeable future, to do that online.

There are many things to consider.

There's the English barrier. There's the technological barrier. There’s the pastoral care angle. And there are many other difficulties both expected and unexpected that are likely to arise. Here are some of those that come to mind. 

Ideology

• It is necessary to keep things as simple as possible - KISS. That's a no-brainer. 
• I will try not to rely too heavily on the Internet. I don’t have unbounded faith in it. It is unreliable. Its apps, gadgets and connectivity never live up to what is promised. I don’t hesitate to point out that ‘the emperor's clothes are ill-fitting’. That we're not driving around a BMW but just a Model-T Ford.
• It is a myth that languages can be taught. They cannot; they can only be learned, or more precisely, you become used to them. That’s the only way to internalize them. The most that a teacher can do is to motivate - ideally through practicing the preach oneself - and guide students into habits that will bring about language acquisition. Success in language learning depends on engagement. 

Pedagogy

• In terms of pedagogy, I look to Stephen Krashen. His views are my starting point. As a result of several decades' worth of experience, experiment and research (his as well as mine ;-)) I have confidence in Krashen’s set of 5 or 6 axioms collectively known as the Comprehensible Input Hypothesis.
• Most of the class’s time and energy ought to be spend on language, not having to deal with electronic bugs and glitches. 
• Learning needs to be student-centred. Language learners need the flexibility of being able to decide when to work, in what manner, using materials of their own choosing, the duration of their periods of work, and at what pace. 
• I don't believe in drip-fed education where the teacher sets herself up as the educational font, and becomes in effect a bottleneck. I don't wish to perpetuate the Victorian classroom model.
• A Globish outcome for my students would be a realistic goal. That is, get them to Level 3. 
• Grammar ought to develop naturally through exposure. That's the only way to internalize its use.
• I believe in mutual learning where the teacher learns equally from his students. 
• I believe that there are different styles of learning, yet also that language learning rests on certain universal principles.
• I don't believe that output – speaking and, to some degree, writing - should be forced (see 'Silent period')
• Reflection is vital (for students and teacher alike)
• Natural accumulation of evidence should largely act as a means of assessment. 
• Students should be encouraged to work often and regularly for small periods of time.
• And finally, I feel that language acquisition trumps the study of language. 

Methodology

If I allow my ideology to guide my pedagogy, then this naturally leads me to methodology. 
• Massive exposure. I meant to utilize a wide range of texts. I want students to learn how to be selective.
• Authenticity. Texts need to be authentic, interesting, and at the correct level.
• Correction. I am not a believer in correcting students' work to death, and of endlessly reporting back feed. Feedback, I feel, is best given in the context of asking for repetition or clarification when students’ output becomes difficult to understand. This best elicits awareness and self-correction.
• Implicit, not explicit. I don’t believe in endless explanation. Explicit grammatical instruction - teacher talk - has never been shown to be effective. A grammar focus ought not to take up more than 20% of class time. 
• Home run book. A ‘home run’ book is when a learner of another language completes reading of an entire book in that language for the first time. Very powerful experience.
• Students are encouraged to discover and contribute resources. 
• Getting together. Restricted to a certain period - maybe an hour a day. 
• Self-directed study is the new norm. 
• One on one in 5-minute private telephone sessions. 
• Give work previously at least a day in advance. 
• Multiple avenues of instruction – written text and spoken. 
• Students maintain a log of langue learning activities, and also to reflect on their learning. 
• Ease into online environment using familiar resources i.e. my class blogs.
• Active input. Reading and listening need to be engaged in actively. Therefore, we want comments, reviews, ownership, survey, gap fills, and work sheet. 
• Edubit-type of activities. Assign work in 10-minute activities. A range of activity types e.g. reading, copy, read aloud, dictation, grammar point.
• Microsoft Teams. Students need to be empowered to navigate their online environment. 
• Assessment; The skills of Speaking, Listening and Reading ought not to unduly require the ability to write. Therefore we will employ multi-choice, text navigation, participatorials etc.
• We ought to log what is done to gain sense of progress. Email to me with evidence of work. 
• Follow up resources given during the two-week holiday. Resources include Teams, Team files (to separate the chat from the resources), Class Blog, Read Club, HNT listening.

New Online Programme

The idea to develop an alternate online programme that is better than the previous model, and that it becomes the new norm, not a temporary stopgap. 

• Get together most days to go over previously set work (flipped classroom). Attendance expectation
• Timeslot where I contact students (feedback, follow-up)
• Timeslot where students may contact me (set boundaries)
• Establish a core of mini-activities – 10 minutes or so – that students cycle through as often as they wish, concentrating perhaps on those they prefer.
• I spend time creating, sourcing, adapting, collecting, organizing and presenting resources for students. I also work on improving our online platforms.
• Keep online chatter separate from files of material.