Location
Breakout Room F
Start Date
18-6-2021 1:00 PM
End Date
18-6-2021 2:15 PM
Abstract
This paper describes a mixed-methods case study (through intervention) conducted in a digital multilingual elementary classroom that aimed to explore strategies for facilitating remote lesson engagement and establishing inclusive pedagogy under emergency situations. The principle aim of this study was to explore to what extent the task-based language teaching (TBLT) method grounded on the migrant students’ needs analysis, and was supported by computer-assisted language learning (CALL) features that contribute to active lesson participation during emergencies, and their effect on migrant students’ social inclusion in a formal educational context. By employing qualitative and quantitative modes of inquiry, there was an attempt to provide multilingual lesson strategies implementing digital learning projects. Data was collected using observation of the actual teaching procedure, the in-depth content analysis of the learning outcome, and a survey on educators’ views regarding the emergency remote teaching procedure. Results established the most critical factors required for differentiated multilingual distance education. Overall, this mixed-methods case study strengthens the idea that the public school may operate as a mechanism for empowering the socioeconomically vulnerable population of society. This study also adds to our understanding of students’ capacity on detecting their errors and shortcomings and how they evaluate themselves, a process that increases their autonomous and critical learning ability.
Keywords
multilingual education, language-diverse classroom, emergency remote teaching (ERT), social inclusion.
Emergency Remote Teaching (ERT) in multilingual contexts: A Mixed Methods Case Study
Breakout Room F
This paper describes a mixed-methods case study (through intervention) conducted in a digital multilingual elementary classroom that aimed to explore strategies for facilitating remote lesson engagement and establishing inclusive pedagogy under emergency situations. The principle aim of this study was to explore to what extent the task-based language teaching (TBLT) method grounded on the migrant students’ needs analysis, and was supported by computer-assisted language learning (CALL) features that contribute to active lesson participation during emergencies, and their effect on migrant students’ social inclusion in a formal educational context. By employing qualitative and quantitative modes of inquiry, there was an attempt to provide multilingual lesson strategies implementing digital learning projects. Data was collected using observation of the actual teaching procedure, the in-depth content analysis of the learning outcome, and a survey on educators’ views regarding the emergency remote teaching procedure. Results established the most critical factors required for differentiated multilingual distance education. Overall, this mixed-methods case study strengthens the idea that the public school may operate as a mechanism for empowering the socioeconomically vulnerable population of society. This study also adds to our understanding of students’ capacity on detecting their errors and shortcomings and how they evaluate themselves, a process that increases their autonomous and critical learning ability.