Luisito M. Nanquil
Bulacan State University, The Philippines; https://orcid.org/0000-0001-8501-0731
DOI: https://doi.org/10.36534/erlj.2021.02.04
Bibliographic citation: (ISSN 2657-9774) Educational Role of Language Journal. Volume 2021-2(6). COVID-19 – LINGUISTIC WELL-BEING (BEFORE DURING, AND AFTER THE PANDEMIC), pp. 42-45
Abstract
In the new setting filled with anxiety and stress as encountered by many learners, it is but necessary that language teachers and other specialisms should recognize and respect the health, emotions, and well-being of learners by using conversation and differentiated tasks to help and assist them feel care, respect, and inclusion even on the flexible learning climate and environment. Language instruction faces a lot of challenges nowadays, especially, in the 21st century education. It is not easy to hold the attention of our learners. The teacher has to experiment a lot of approaches and strategies to make the class attentive and receptive. But these efforts are futile if the teacher fails to meet basic needs of learners such as classroom conditions, instructional design, and linguistic wellbeing. Having a thought of these situations, this article aims to provide insights in the form of strategies and techniques that could be used by the language teachers to provide effective and engaging classroom environments in language teaching that will consider and shape linguistic wellbeing.
Keywords: linguistic wellbeing, conversation, differentiated instruction, language teaching
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