Remote English teaching-learning experiences in the teaching degree in English during the COVID-19 pandemic: Digital multiliteracies and intersectionality

Abstract

The COVID-19 pandemic has further highlighted the relevance of the use of digital resources, now especially for remote study and/or work in the context of social isolation. This paper discusses the remote teaching-learning of English as L2 in the teaching degree in English at UFPB, highlighting essential linguistic and thematic issues for teacher education. Emphasizing active methodologies (MORAN, 2018) for content-based instruction (GRABE; STOLLER, 1997; STRYKER; LEAVER, 1997) to approach multiliteracies (COPE; KALANTZIS, 2015), emergency remote education (HODGES et al., 2020) and intersectionality (AKOTIRENE, 2019; COLLINS; BILGE, 2016), the experience reported here highlights the importance of student proactivity, teacher flexibility, the choice of the themes and the adequacy of the core texts for achieving good results.