The Changing Roles of Language Teachers amidst the Pandemic

The author is Teacher II at San Matias Elementary School Alvin R. Lim

The education of almost 1.6 billion students, or over 90% of the world's entire enrolled student population, was and continues to be impacted by the COVID-19 pandemic as schools and other educational centers worldwide were closed. Despite the pandemic's devastating effects, this worldwide calamity has provided an unparalleled learning opportunity. People are learning about the adaptability and resilience of educational institutions, policymakers, instructors, students, and families. Teachers' jobs are constantly changing, and they are becoming more complex in many ways than when learning was done solely in person. Due to the world health crisis, two critical factors have transformed. First and foremost, pedagogical adjustments have shown to be necessary, as typical in-person lecturing techniques do not translate well to a remote learning setting. Language Teachers must adjust their approaches and be innovative to keep students involved, regardless of the channel utilized (radio, TV, mobile, online platforms, etc.). Every family has become a classroom - more often than not - without an environment that encourages learning. Some countries are assisting teachers in this regard. Second, the pandemic has shifted how instructors allocate their time between teaching, student interaction, and administrative responsibilities. The pandemic has emphasized the need for further flexibility and time for student-teacher collaboration. This crisis has generated a unique environment in which teacher leadership, creativity, and innovation have sprung to the fore. Language Teachers have worked together and individually to find answers and develop new learning environments for their students worldwide, in situations ranging from teachers and students having no direct access to computers or the internet to locations where online learning has evolved substantially. During the lockout, some instructors drove for hours each day to form small learning groups around a laptop, while others walked door to door to give hundreds of desperately needed school meals, and still, others delivered their classes from the back of a truck! Language Teachers were obliged to act in most cases with little warning and little time to prepare. Curriculums were changed or reduced, lesson plans were changed, and working styles were reversed. Teachers continued to deliver education to their students, whether through the internet, mobile phones, television, radio broadcasts, or the mail. The role of the language teacher becomes increasingly important in ensuring that students remain interested and motivated. Individuals can expect teachers to ensure that students are taught and that schools reopen, vital for economic development. Policymakers and educational leaders will need to collaborate to ensure that teachers have the working conditions and resources to fulfill their critical jobs as educators, increasing significantly in the wake of the pandemic. This could be a once-in-a-lifetime opportunity to act on this newfound respect for teachers by giving them more significant clout at the table regarding discussions about education, working conditions, and their role in the aftermath of the epidemic.