Trajectories of an English Language Teacher in Emergency Remote Teaching

ABSTRACT The Covid-19 pandemic impacted several sectors of society, causing not only a health crisis, but also economic, political, and educational crisis, leading us to reflect on how everything is interconnected in some way. In this article, we aim to analyze, from the Complexity Theory, the practice of a teacher teaching the English language (EL) in a context of Emergency Remote Teaching (ERT). The methodology used is a qualitative approach, in which a longitudinal case study was carried out based on the narratives written by the teacher during 7 months of ERT. The results show that the teacher’s initial conditions were favorable for her practice in the ERT. It is not possible to generalize the conditions of this specific context, but based on this study, the teaching practices of EL and the importance of technology in teacher education stand out.

摘要（ABSTRACT）：新冠疫情（COVID-19 pandemic）对社会多个领域造成冲击，不仅引发公共卫生危机，更催生了经济、政治与教育领域的多重危机，促使我们反思世间万物在一定程度上的相互关联。本文旨在基于复杂性理论（Complexity Theory），分析一名教师在应急远程教学（Emergency Remote Teaching, ERT）场景下开展英语语言（English Language, EL）教学的实践活动。本研究采用质性研究方法，以该教师在7个月应急远程教学周期内撰写的叙事文本为基础，开展了纵向个案研究。研究结果表明，该教师的初始条件有利于其开展应急远程教学实践。尽管无法针对该特定场景的条件进行泛化推广，但基于本研究，英语语言教学实践以及技术在教师教育中的重要性得以凸显。