Access, Equity and Engagement in Online Learning in TESOL
Routledge (Verlag)
978-1-032-64159-1 (ISBN)
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Discussing themes such as academic burnout, cultural competence, and emotional regulation strategies in challenging educational contexts, this novel volume gives voice to field experiences encountered in countries such as Malaysia, Indonesia, Oman, Vietnam, China, and Iran. Chapters demonstrate how a lack of access to reliable internet connectivity and a shortage of digital devices, especially in rural areas, compound limited opportunities for students already facing educational inequalities, presenting the innovative and creative ways English educators are responding to these situations. Across interviews and qualitative studies, the book demonstrates that issues surrounding engagement with, access to, and equity within, the remote and online educational context are wider and longer lasting than the recent pandemic period itself and are at the forefront of challenges facing these regions today.
Highlighting English educators’ resilience, perseverance, and creativity in challenging circumstances, the book will be of interest to researchers, scholars, and postgraduate students in open and distance education, eLearning, bilingualism/ESL, and distribution of technology in educational settings.
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.
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
| Erscheinungsdatum | 12.09.2024 |
|---|---|
| Reihe/Serie | Global South Perspectives on TESOL |
| Zusatzinfo | 10 Tables, black and white; 22 Line drawings, black and white; 22 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Gewicht | 590 g |
| Themenwelt | Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule | |
| Sozialwissenschaften ► Soziologie ► Spezielle Soziologien | |
| ISBN-10 | 1-032-64159-2 / 1032641592 |
| ISBN-13 | 978-1-032-64159-1 / 9781032641591 |
| Zustand | Neuware |
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