Language Teaching in Higher Education (A Dialogue)

Abstract

The diverse landscape of language teaching in UK higher education, encompassing various courses for a varied student population, faced significant impact from the COVID-19 pandemic. This dialogue aimed to capture an array of responses in this context. Colleagues from diverse institutions were consulted, representing multiple languages, programme types and teaching approaches. The respondents, who oversee language modules, highlighted the range of provisions, including undergraduate language degrees, institution-wide language programmes, short courses and Language for Specific Purposes (LSP) courses. The focus was on broad questions to foster insightful discussions. While some divergence from the set questions occurred, these tangents revealed the concerns, priorities and aspirations of participants. The aftermath of the pandemic elicited varying viewpoints on assessment validity, student engagement, online teaching convenience and classroom dynamics. The responses were influenced by both personal and professional perspectives, as well as programme and institutional contexts. A consensus did emerge that the COVID-19 pandemic, though pivotal, was not the sole driver of recent changes in language education. Despite the pandemic being over, the trajectory is clear – there is no going back, only forward.