ERIC Number: EJ1317196
Record Type: Journal
Publication Date: 2021-Dec
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0047-2395
EISSN: N/A
Available Date: N/A
Subverting the Electronic Language Textbook to Make It Relevant
Journal of Educational Technology Systems, v50 n2 p172-187 Dec 2021
The current article was inspired by two incongruous phenomena: the perception of the lack of gender sensitivity and inclusiveness in a particular language textbook and the coronavirus disease pandemic. As we went completely remote over the past 2.5 semesters, students were encouraged to address those issues via chat and voice modalities. If there is a silver lining to the tragic events of the past 15 months, it was that remote, synchronous discussion was vastly more participatory than in-class discussion with regard to those and other issues. I argue that, in designing our textbook-dependent courses, we can use such deficiencies to our advantage through some of the tools that many of us were introduced to during the pandemic.
Descriptors: Textbooks, Electronic Publishing, Synchronous Communication, Distance Education, Gender Differences, Sex Fairness, Inclusion, COVID-19, Pandemics, Teaching Methods, Computer Mediated Communication, Group Discussion, French, Second Language Learning, Second Language Instruction, Clothing Instruction, State Universities, Language Teachers, College Students
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
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Authoring Institution: N/A
Identifiers - Location: New York (New York)
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