
Adapting an Undergraduate Multiliteracies German Curriculum for Online Instruction During the COVID-19 Pandemic
Author(s) -
D. Joseph Cunningham
Publication year - 2021
Publication title -
ikala, revista de lenguaje y cultura
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.259
H-Index - 5
eISSN - 2145-566X
pISSN - 0123-3432
DOI - 10.17533/udea.ikala.v26n3a15
Subject(s) - curriculum , german , context (archaeology) , asynchronous communication , covid-19 , adaptation (eye) , pedagogy , mathematics education , sociology , computer science , psychology , linguistics , medicine , paleontology , philosophy , computer network , disease , pathology , neuroscience , infectious disease (medical specialty) , biology
This article reports on the adaptation of an undergraduate German curriculum for a distance language education (dle) context. Understanding that dle has evolved over the course of decades, the article reviews literature describing pedagogical and technological developments that are fundamental to understanding current practices in dle. Against this backdrop, a detailed methodology is presented that explains the pedagogical practices that were adopted and adapted following the pandemic-induced shift from classroom-based teaching to dle. Special attention is devoted to the role of synchronous instruction, as well as asynchronous tools that support multiliteracies instruction. The article concludes by considering those curricular innovations that are likely to have a long-lasting impact on the delivery of instruction following a return to classroom-based teaching.