A newly published research report by CERES Members Andy Hancock, Jonathan Hancock and Monika Terlecka explores the impact of the COVID-19 pandemic on the learning and teaching of community languages in Scotland.
As part of the Scottish Government’s response to the COVID-19 pandemic, all local authority schools closed from 20 March 2020. As schools adapted to delivering remote learning and teaching, so too did complementary schools, teaching community languages to a significant number of children and young people in the evenings and at the weekend.
The report adds to a growing research base on the impact of remote teaching and learning on school-aged pupils during the pandemic but also sheds light on important learning outside of mainstream school provision, which often goes unnoticed. Findings focus on the transition to remote learning and teaching; the choice of digital tools used for effective learning at home; learner engagement before and after lockdown; the challenges faced, and any benefits of the interim solutions initiated to meet the needs of multilingual learners.
An online webinar for the launch of the report took place on Tuesday 15th June. You can view a recording of the event below.