This volume explores difficulties facing TESOL education's transition to online learning in the Global South and Southeast Asia/Asia Pacific region, highlighting innovations of educators in engaging learners, thereby exploring the key themes of access, engagement, and equity in the field.
This volume explores difficulties facing TESOL education's transition to online learning in the Global South and Southeast Asia/Asia Pacific region, highlighting innovations of educators in engaging learners, thereby exploring the key themes of access, engagement, and equity in the field.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Ida Fatimawati Adi Badiozaman is Deputy Pro Vice-Chancellor (Research), Swinburne University of Technology Sarawak, Malaysia. Jonathan Newton is Programme Director for the Master's Programme in TESOL, Applied Linguistics, and Second Language Learning and Teaching, New Zealand. Hugh John Leong is Head of School for the School of Design and Arts, Swinburne Sarawak, Malaysia.
Inhaltsangabe
1. Introduction 2. Transforming TESOL through virtual flipped classrooms in the Global South: Navigating the COVID-19 pandemic and beyond 3. Emergency online ELT in Vietnam: Exploring primary school teachers' experiences, access to capital, and challenges 4. Voices of early-career EFL teachers during emergency remote teaching (ERT) in rural areas in Indonesia: "My students were missing" 5. EFL teachers' emotions and emotion regulation strategies in online teaching during the COVID-19 pandemic 6. Navigating the shift: Exploring teachers' perceptions and practices in transitioning to online collaborative writing 7. The experience of academic burnout by Vietnamese EFL learners during online emergency classes: Different voices matter 8. Lessons learnt from engaging TESL students in online learning during a pandemic in a Malaysian ODL institution 9. Learning challenges during COVID-19: Omani students as a case study 10. Bridging the digital divide in EFL classrooms: Post COVID-19 lessons from Vietnamese lecturers' experience 11. Access, engagement and equity considerations in developing cultural competency in translation 12. Challenges with Emergency Remote Teaching (ERT) in the adult migrant English programme: An autoethnography 13. Towards equitable language learning in the digital post-pandemic era: Future directions for TESOL in the Global South
1. Introduction 2. Transforming TESOL through virtual flipped classrooms in the Global South: Navigating the COVID-19 pandemic and beyond 3. Emergency online ELT in Vietnam: Exploring primary school teachers' experiences, access to capital, and challenges 4. Voices of early-career EFL teachers during emergency remote teaching (ERT) in rural areas in Indonesia: "My students were missing" 5. EFL teachers' emotions and emotion regulation strategies in online teaching during the COVID-19 pandemic 6. Navigating the shift: Exploring teachers' perceptions and practices in transitioning to online collaborative writing 7. The experience of academic burnout by Vietnamese EFL learners during online emergency classes: Different voices matter 8. Lessons learnt from engaging TESL students in online learning during a pandemic in a Malaysian ODL institution 9. Learning challenges during COVID-19: Omani students as a case study 10. Bridging the digital divide in EFL classrooms: Post COVID-19 lessons from Vietnamese lecturers' experience 11. Access, engagement and equity considerations in developing cultural competency in translation 12. Challenges with Emergency Remote Teaching (ERT) in the adult migrant English programme: An autoethnography 13. Towards equitable language learning in the digital post-pandemic era: Future directions for TESOL in the Global South
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