The development of an Ecology of Resources for online English as a Foreign Language (EFL) teachers in a Japanese university during the COVID-19 pandemic

• Neil Cowie ^[1]
  1. [1] Okayama University

     Okayama University

     Naka-ku, Japón

     
• Localización: IJERI: International journal of Educational Research and Innovation, ISSN-e 2386-4303, n. 15, 2021, págs. 419-430
• Idioma: inglés
• DOI: 10.46661/ijeri.5356
• Títulos paralelos:
  • Desarrollo de una Ecología de Recursos online para profesores de inglés como lengua extranjera (EFL) en una universidad japonesa durante la pandemia de COVID-19
• Enlaces
  • Texto completo
• Resumen
  • español

    La enseñanza del idioma inglés en las universidades japonesas se puede describir por su enfoque centrado en clases presenciales con relativamente poca actividad online. Por lo mismo, la transición de emergencia hacia la enseñanza a distancia durante abril de 2020 como respuesta a la pandemia de COVID-19 fue bastante complicada. Este artículo describe cómo los profesores de una facultad de ingléscomo Lengua Extranjera (EFL) de una universidad nacional en Japón, se coordinaron y unieron para ayudarse entre sí a través de varias guías online y la creación de grupos de apoyo de pares. Esta actividad se analiza en términos del desarrollo de una Ecología de Recursos (EoR) (Luckin, 2008) y una Comunidad de Práctica Online (Lave & Wenger, 1991). Los cuatro documentos colaborativos y el grupo de apoyo de pares que componen el EoR se describen en conjunto con ejemplos de este proceso de desarrollo docente.Al participar en la creación del EoR, los profesores no sólo aprendieron juntos cómo enseñar online en un contexto de emergencia, sino también estacolaboración puede llegar a ser la base para una futura enseñanza online en una institución donde esto no había sucedido antes.

  • English

    English language teaching in Japanese universities can be described as having a very classroom-centered approach with relatively little online presence. Therefore, the transition to emergency remote teaching in April 2020 in response to COVID-19 was particularly challenging. This paper describes how the teaching staff in one English as a Foreign Language (EFL) department at a national university in Japan came together to support one another with various online guides and the creation of peer support groups. This activity is analysed in terms of the development of an Ecology of Resources (EoR) (Luckin, 2008) and an online Community of Practice (Lave & Wenger, 1991). The four collaborative documents and the peer support group that make up the EoR are described together with examples of this teacher development process. By partaking in the creation of the EoR teaching staff learned together how to teach online in an emergency context and this collaboration can be the basis for future online teaching in an institution where it had not happened before.

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