Open AccessChallenges in LSP Online Teaching and how to overcome them - A Case Study in “French Language and Business Communication” Classes: Connecting Dots
Author(s) -
Olivia-Cristina RUSU
Publication year - 2022
Publication title -
dialogos
Language(s) - English
Resource type - Journals
eISSN - 2734-5424
pISSN - 1582-165X
DOI - 10.24818/dlg/2022/sp/13
Subject(s) - premise , connectivism , order (exchange) , computer science , foreign language , work (physics) , mathematics education , pedagogy , sociology , psychology , learning theory , linguistics , engineering , business , mechanical engineering , philosophy , finance
Given the current global circumstances, all educators have encountered manifold challengesrelated to their jobs. Facing unprecedented situations, they have been forced tocontinuously adapt to a completely new work environment – the online. Certainly, evenbefore the pandemics some educators flirted with the idea of online teaching, but very few ofthem really had the opportunity to experience it first-hand. Two recurring questions are thepremise of this paper. The first one refers to finding out the extent of the teaching impactupon students, while the second one brings up possible means of inspiring and encouragingthe teacher to, ultimately, motivate the students.Therefore, this paper, under the form of a testimony, focuses on two aspects. First, it brieflyputs forward a number of challenges and personal reflections on online teaching oflanguages for specific purposes (LSP). Secondly, following these considerations, it suggestsa number of learning activities anchored in the Connectivism Learning theory in order toexemplify possible best practices in online foreign language training. It also presents a casestudy from “French Language and Business Communication” (FSP) classes in an endeavorto connect the dots between the educator’s language content ownership, students’ needsand preferences and an intriguing channel of communication, the online.