Abstract
ESL students often face additional challenges thanks to socio-cultural and linguistic hurdles but have attracted scant attention during COVID-19 lockdown from stakeholders hailing Zoom-like smart technologies as the savior of all. In this chapter, drawing upon an analysis of the mainstream news coverage of English as a second or dialect (EAL/D) students in Australia’s lockdown, we unpack this reality to explore what may have contributed to popular ELT tech-integration imaginations. Our analysis reveals that EAL/D students are acutely vulnerable among hyped technological adaptions and yet that Australian mainstream media have silenced their presence rather than voicing their pains. This analysis is a timely reminder that ELT research needs to rethink the interplay between technological emergence and language learning during similar pandemics.
| Original language | English |
|---|---|
| Title of host publication | Technology-enhanced language teaching and learning |
| Subtitle of host publication | lessons from the COVID-19 pandemic |
| Editors | Karim Sadeghi, Michael Thomas, Farah Ghaderi |
| Place of Publication | London |
| Publisher | Bloomsbury Academic |
| Chapter | 8 |
| Pages | 103-118 |
| Number of pages | 25 |
| Edition | 1st |
| ISBN (Electronic) | 9781350271036 |
| ISBN (Print) | 9781350271012 |
| Publication status | Published - 23 Feb 2023 |