Reflection on Portuguese and Spanish teaching practices during the pandemic in New Zealand
DOI:
https://doi.org/10.21814/h2d.2896Keywords:
interaction, belonging, motivation, on-line learning, affectivityAbstract
This article is a report about the experiences and reflections on pedagogical practices adopted during the COVID-19 pandemic for both Portuguese and Spanish on-line courses at Massey University (NZ). Before the pandemic, these courses offered in-person events and immersion travel to promote motivation, a sense of belonging, and interaction among the students. However, during the pandemic, these activities became unviable. In this work, we present digital tools and pedagogical practices, which helped us to promote these aspects in an exclusively on-line environment. Despite the challenges imposed by the global scenario, we observed that it was a crucial moment to rethink already established practices and to reflect on our goals for the teaching of these languages at the university. We also highlight the importance of the emotional and affective component, often neglected in both university and adult education courses, but extremely important for meaningful learning.
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Copyright (c) 2020 Cristiane Oliveira, Raquel Direnzo
This work is licensed under a Creative Commons Attribution 4.0 International License.
