Digital pedagogy and language teaching and learning: from research to practice

Curry, Niall ORCID: https://orcid.org/0000-0002-4471-6794 (2022) Digital pedagogy and language teaching and learning: from research to practice. In: The better learning research review. Cambridge University Press, pp. 103-109. ISBN 9781009152167

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Abstract

While digital pedagogy is by no means a new endeavour, its role in language education and education more generally has grown considerably in recent years. Much of the most recent, accelerated growth can be attributed to the mass movement of education to online spaces during the COVID-19 pandemic. However, COVID-19 notwithstanding, arguably, the changing winds and shifting sands that have perennially shaped English language teaching practices (Marckwardt, 1974) were likely guiding educational technology and language education to continue to evolve together and shape one another (Carrier and Nye, 2017). Critiques of digital pedagogies during the COVID-19 pandemic argue, quite rightly, that many organisations, teachers, and students were not prepared to make the transition to digital teaching and learning. As such, many practices in digital pedagogies at this time reflect a crisis-response to digital pedagogy that is not built upon established and research-informed educational practices (Adedoyin and Soykan, 2020). Therefore, it becomes important to disentangle crisis practices from research-informed practices and reflect upon how to best support and deliver impactful digital language pedagogies. To this end, this short chapter brings together different perspectives on teaching and learning a language with technology.