A far-away society where people are taught to avoid direct contact at all costs, necessary face-to-face interaction (such as when you have to procreate) is considered dirty business, communication is performed exclusively through enhanced technology – holograms, 3D screens and the likes of it – and a deep fear of human contact is so strong that some may even consider suicide to avoid it. This was the first imagined paradigm of social distancing I ever came across in a book (The Naked Sun, by Isaac Asimov), many years before reality beat the life out of fiction and made us all at least consider the situation, as well as its consequences.
I am considered to be a millenial, which basically means I have come to age along with the internet. I can still distinctly remember the first time we went to an internet café in the mid 90s in Romania – there was a group of us skipping some class – to go check what all the fuss about the internet was. I remember one of my classmates who had the privilege of having a computer at home (not connected to the internet, though) sat in front of it while we stood and watched how he typed the three magic Ws to get on the first webpage I had ever seen. Soon after, another colleague taught me how to set up a free email account to keep in touch after having met in different city while taking part in some high-school language competition.
I turned 18 in the last year of the millenium and even though I can still remember those two previous moments of my discovering the internet, I can´t remember a single milestone instance ever since when I didn´t somehow rely on the internet. From the applications I sent to universities abroad, the scholarships and job interviews, the emails and facetime sessions used to keep in touch with friends and family, up to the very jobs I have had – everything ultimately depended on online connections.
I am an English teacher now and what seemed to be the source of some extra income when I was a student turned out to be a profession of choice. I love teaching English, so when I was faced with the interdiction to leave the house because of this pandemic, I didn´t think too much into it. I didn´t even consider there might be anything to think about, or any difference, for that matter. I sent my students the invites to the virtual classroom and got on with it. Besides, I could also consider myself lucky: of all the jobs that could NOT be done remotely, teaching was definitely not one.
The fall from my zen-induced grace came soon enough: from the open mics and consequent partial loss of hearing because of the plain rustling of papers at the other end of the connection to the sheer lack of savvy of some students, everything opened up to a world of miscommunication, misdeeds, mistakes, misunderstandings, and misconceptions. I was blissfully (and shamefully) unaware, so I decided to get some inside information and facts.
What follows is the result of the friendly contribution of 59 EFL teachers from all over the world who kindly agreed to answer 18 questions on the effects of the pandemic on teaching English. Here are the raw data. And here goes my completely biased interpretation of it all.