Account of a Foretold Death: Analysing the Response to the Pandemic in Spanish Schools

Keywords: Digital Competence, Communicative Competence, Pandemic, COVID-19, Language Learning, School Curriculum

Abstract

The COVID-19 pandemic has had a profound impact on education, not only due to its dramatic interruption of the school year (2019-2020) but also its potential effect on many aspects regarding teaching in the future. In particular, focusing on Spain, this year’s events have also highlighted the lack of digital resources and preparedness of the schools, which has resulted in some difficulties when adapting to the new circumstances. In this paper, the author will start by explaining how the digital competence has developed into an indispensable competence for learning in the past decade, which the current global pandemic has emphasised even more. As a consequence of this pandemic, schools and education centres remained closed from March 2020 to the end of the academic year in Spain. This article focuses on the importance of technology accessibility and digital competence in language learning, as well as the way it was overlooked in practice. The immediate response from the Ministry of Education will be analysed and compared to the way teachers and schools in the Valencian region (Spain) supported the students during the enforced lockdown in the last trimester of the academic year in primary school. For this, teachers in four schools in Castellon (Valencian region) were interviewed, and drawing from their replies, the current reality of the use of technology in primary school will be examined and compared to the national guidelines and frameworks provided for educators. Questionnaires were used and analysed using a qualitative approach, while comparing the current situation to the expected response according to the educative guidelines.

Downloads

Download data is not yet available.
Published
2021-12-14
How to Cite
Chabert, A. (2021). Account of a Foretold Death: Analysing the Response to the Pandemic in Spanish Schools. Journal of Language and Education, 7(4), 42-52. https://doi.org/10.17323/jle.2021.11677