Using Constructivist Pedagogies to Support Foreign Language Teaching in Remote Spaces

Abstract

This paper discusses the experiences of one teacher’s experiences as she pivoted to remote teaching in response to the pandemic. In the spring of 2020, schools across the globe were thrust into emergency planning as they pivoted from face-to-face teaching in brick and mortar classrooms to remote instruction in response to pandemic-related school closures. Using a combination of video conferencing, online composition tools, and asynchronous learning tasks, teachers redesigned their instruction to address district mandates and to meet the needs of their students. Ms. Luo, a Chinese language and culture teacher in a public school in the United States, re-envisioned her constructivist teaching practices for fully online instruction. She leveraged evidence-based practices including Project-based Learning (PBL) and jigsaw strategies to engage and motivate the secondary students in her Chinese language and culture classes. Her experiences uncovered recommendations for teachers as they plan remote and hybrid foreign language instruction.



Author Information
Valerie Harlow Shinas, Lesley University, United States
Huijing Wen, Moravian College, United States
Lijing Luo, Conrad Schools of Science, United States

Paper Information
Conference: ACE2020
Stream: Language Development & Literacy

This paper is part of the ACE2020 Conference Proceedings (View)
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