Re(Thinking) critical language education with children and teacher education during (and after) pandemic times

Abstract

The aim of this article is to discuss teachers’ perspectives on how the COVID-19 pandemic has impacted the teaching of English to young learners (TEYL). We focused on one specific question (from a 10-question online questionnaire) in which participants shared their thoughts, experiences and concerns about TEYL in pandemic times. The answers were analyzed in a qualitative perspective, based on critical literacy research and studies in the field of TEYL. The results indicate the participants’ exhaustion due to dealing with unusual situations, and teaching focused exclusively on content in an attempt to show how teachers are reinventing themselves despite uncertainties and lack of training. The present moment requires reflections about goals and expectations in TEYL and in teacher education.