Teaching languages online: Professional vision in the making
Date
2020-10-15
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University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
(co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin)
Center for Language & Technology
(co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin)
Volume
24
Number/Issue
3
Starting Page
160
Ending Page
175
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Abstract
The growing popularity of online language learning means that both experienced language professionals and novices are developing and delivering all or part of their language classes online. This study set out to query practicing online language educators as to how they view themselves; that is, their professional vision of themselves and their craft. One hundred seventy-four online language educators responded to a survey, nine of whom also participated in a synchronous online interview. Responses to questions regarding
professional vision varied by stance (teacher-, student-, content-, and medium-centric) with the majority of respondents reporting viewing themselves chiefly as student-centered in their work. Pervasive descriptors of professional vision—comprised of individual stances and qualities, along with how these are enacted in practice—paint a vibrant picture of professionalism in online language education. Respondents report valuing authentic and multimodal affordances, opportunities for tailored instruction/feedback, and highly
productive interactions with students, interactions otherwise not feasible in live classrooms. Variations in professional vision are discussed along with implications for online language educator support and development.
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Keywords
Online Language Teaching, Online Language Education, Online Language Learning, Professional Vision
Citation
Meskill, C., Anthony, N. & Sadykova, G. (20YY). Teaching languages online: Professional vision in the making. Language Learning & Technology, 24(3), 160–175. http://hdl.handle.net/10125/44745
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