Abstract
The objective of this study is to discuss possibilities of adopting digital resources for teaching/learning English as a second language (L2) within higher education contexts (in general) and within a public university in Brazil (in particular). Key aspects in the literature review (which includes approaches such as COIL, MOOCs and EMI) are compared with the scenario and activities of a university in the Global South, in order to discuss the use of digital resources in teaching/learning English as L2. Results suggest that a critical use of technologies is necessary to promote a more balanced and sustainable process for language teaching/learning. Institutional support is also fundamental for teachers and students develop skills necessary for an increasingly interconnected world. The conclusion indicates that a combination of alternative practices can foster an effective language teaching/learning process in higher education institutions, supported by digital resources.
Highlights
The use of digital resources1 in education is not new
We should not forget the challenges related to the use of English at higher education institutions (HEIs) worldwide (e.g., Moore & Finardi, 2019; Macaro, Tian & Chu, 2020), such as the shortage of lecturers who are proficient in English (Kremer & Valcke, 2014), the costs involved and local resistance to using English (Leffa, 2013) – issues that are present at University of Espírito Santo (UFES)
Considering that only a small percentage of Brazilians are proficient in English, lecturers at UFES find it challenging to teach in English26, mainly because of the few opportunities offered at UFES to develop their proficiency in English
Summary
The use of digital resources in education is not new. Nowadays, it is hard to imagine educational practices without including the affordances offered by the information and communication technologies (ICTs), considering the disruptions caused by the Covid-19 pandemic with its limitations for in-person classes. For Bozkurt (2020), despite the emergence of other terms, in different contexts, to refer to educational practices (e.g., e-learning, distance education, homeschooling, online education, etc.) during the Covid-19 pandemic, they do not capture the reality of these practices. This author suggests adopting ERE, instead of distance education, as a generic term, since the latter is an option whereas the former became an imposition of social distancing measures during the pandemic. The term ERE captures the drastic change in teaching/learning practices after the interruption of in-person education and “is about surviving in a time of crisis with all resources available, including offline and/or online” The term ERE captures the drastic change in teaching/learning practices after the interruption of in-person education and “is about surviving in a time of crisis with all resources available, including offline and/or online” (Bozkurt, 2020, p. 2)
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