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Alves, D. R., Belchior-Rocha, H. & Casquilho-Martins, I. (2022). Teaching foreigner languages in higher education: Challenges in times of the pandemic. In Gómez Chova, L., López Martínez, A., & Lees, J. (Ed.), EDULEARN22 Proceedings. (pp. 10094-10102). Palma: IATED Academy.

D. R. Alves et al.,  "Teaching foreigner languages in higher education: Challenges in times of the pandemic", in EDULEARN22 Proc., Gómez Chova, L., López Martínez, A., & Lees, J., Ed., Palma, IATED Academy, 2022, pp. 10094-10102

@inproceedings{alves2022_1714609079751,
	author = "Alves, D. R. and Belchior-Rocha, H. and Casquilho-Martins, I.",
	title = "Teaching foreigner languages in higher education: Challenges in times of the pandemic",
	booktitle = "EDULEARN22 Proceedings",
	year = "2022",
	editor = "Gómez Chova, L., López Martínez, A., & Lees, J.",
	volume = "",
	number = "",
	series = "",
	doi = "10.21125/edulearn.2022.2439",
	pages = "10094-10102",
	publisher = "IATED Academy",
	address = "Palma",
	organization = "",
	url = "https://library.iated.org/publications/EDULEARN22"
}

TY  - CPAPER
TI  - Teaching foreigner languages in higher education: Challenges in times of the pandemic
T2  - EDULEARN22 Proceedings
AU  - Alves, D. R.
AU  - Belchior-Rocha, H.
AU  - Casquilho-Martins, I.
PY  - 2022
SP  - 10094-10102
DO  - 10.21125/edulearn.2022.2439
CY  - Palma
UR  - https://library.iated.org/publications/EDULEARN22
AB  - Knowledge and proficiency in more than one language are fundamental skills in a globalized world. In
higher education, foreign language learning has proven to be an important tool for academic success
and for integration in the labor market. In this sense, the aim of this study was to analyze the adaptation
of teaching/learning foreign languages in online and hybrid models in a public university during the
pandemic and of the utilized resources and strategies. We used a focus group technique with the
language teachers to identify the main challenges and the results obtained between 2019 and 2021. We
complemented this analysis with students' evaluation of language teaching in the same period. The
results show the pandemic caused difficulties in teaching and that the adaptation to the online and hybrid
models forced the creation of new pedagogical strategies, mainly due to the requirements of language
teaching and specific teaching-learning methodologies. After the pandemic and with proper preparation
and support, new pedagogical practices will utilize some adaptations incorporating digital technologies.
Thus, a hybrid approach represents a real trend and possibility for language teaching in the post-pandemic
context. The collected data from the students´ evaluation showed a very positive assessment
and despite the difficulties, they point to the teacher's interest in making the students learn, as well as
keeping them motivated to do so, reinforcing the relevance of these curricular units in their learning and
professional growth.
ER  -