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Over 200 learners across 11 sections worked under eight instructors using a shared syllabus, platforms, lesson plans, and assessments. Pedagogical interventions included online integrated performance assessments, open-access authentic materials, and a digital storytelling project emphasizing culture, intercultural communicative competence, and pragmatics.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/communicative-online-language-teaching-in-disruptive-times-a-redesign-of-the-introductory-spanish-curriculum/601307/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/communicative-online-language-teaching-in-disruptive-times-a-redesign-of-the-introductory-spanish-curriculum/601307.png","ImageObject",300,407,{"name":92,"@type":93},"hdkawk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why was the Spanish course redesigned and what delivery model was adopted?","Question",{"text":112,"@type":113},"The redesign was driven by the COVID-19 crisis. Instruction transitioned from traditional face-to-face teaching to fully online language teaching starting in fall 2020.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was course consistency maintained across instructors and sections?",{"text":117,"@type":113},"Eight instructors taught 11 sections using the same syllabus, learning platforms, lesson plans, and assessments under supervision of a course director.",{"name":119,"@type":110,"acceptedAnswer":120},"What pedagogical interventions were integrated into the redesigned curriculum?",{"text":121,"@type":113},"The developers used online integrated performance assessments, lessons and content infused with open-access authentic materials, and a digital storytelling project within meaningful cultural communication contexts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601307,1792167197,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","1  \nCommunicative Online Language Teaching in Disruptive Times: A Redesign of the Introductory Spanish Curriculum  \nVictoria Russell  \nValdosta State University  \nPeter Swanson  \nUnited States Air Force Academy  \nAbstract  \nIn this article, the authors describe the redesign of a first-semester Spanish course atthe United States Air Force Academy due to the COVID-19 crisis and the subsequent transition from traditional, face-to-face instruction to fully online language teaching during the fall of 2020. More than 200 learners were enrolled across 11 course sections that were taught by eight different instructors who were required to use the same syllabus, learning platforms, lesson plans, and assessments under the supervision of a course director. The developers integrated a series of pedagogical interventions—such as online integrated performance assessments, lessons and content that were infused with open-access, authentic materials, and a digital storytelling project—to ensure that students engaged in three modes of communication within a meaningful cultural context. The instruction of culture, intercultural communicative competence, and pragmatics figured predominantly into the course design, which could be replicated by instructors who wish to teach language communicatively online.  \nKeywords: authentic materials, instructional design, online language pedagogy, open access materials, pandemic  \nBackground  \nWhile an empirical study, this article focuses on practice and provides a conceptual framework for designing and delivering an online language class rapidly. Due to the COVID-19 pandemic, instructors were forced into online teaching with no lead time to obtain the knowledge and skills that are necessary to design effective and efficient online language courses. However, over the summer of 2020, instructors hada short period of time to receive training in online pedagogy and instructional design and to develop their online classes prior to the start of the fall of 2020, where most of the instruction that took place across the world was delivered online. The purpose of this article is to provide a framework that other language educators could follow if they need to transition their courses online rapidly due to pandemics, natural disasters, or other unforeseen circumstances.  \nCommunicative Online Language Teaching in Disruptive Times 13  \nIntroduction  \nOver the past several decades, a paradigm shift has taken place in the teaching of world languages. Formerly known as learning the four skills in the target language (i.e., listening, reading, speaking, and writing), the teaching and assessing of second language acquisition is now conceptualized in communicative language teaching (CLT) approaches (Nunan, 1991; VanPatten, 2016) that place emphasis on intertwining the three modes of communication: interpretive, interpersonal, and presentational (The Standards Collaborative Board, 2015). Such approaches to teaching languages focus on learner proficiency in the target language instead of simply learning about the language one skill at a time. First conceptualized theoretically as the difference between learning and acquiring the target language (Krashen, 1982), the goal of second language acquisition is for learners to be able to use the language for specific purposes. Thus, the assessment of acquiring a second language is best measured through performance-based assessments. Via such assessments, students either work individually or collaboratively, using their abilities and knowledge of the language and culture(s) in order to create responses to prompts (i.e., complex questions or situations) that usually have more than one correct response (Liskin-Gasparro, 1996; Wiggins, 1998) . Rubrics are generated and used to gauge learner performance that reflect the tasks and challenges language learners will face in real world scenarios.  \nInstitutional Background  \nAt the United States Air Force Academy (USAFA) in Colorado, faculty i","cbCaicEtLdxT2VNb","https://ap.wps.com/l/cbCaicEtLdxT2VNb","pdf",301570,23,"English","# Abstract\n# Background\n# Introduction\n# Institutional Background","[{\"question\":\"Why was the Spanish course redesigned and what delivery model was adopted?\",\"answer\":\"The redesign was driven by the COVID-19 crisis. Instruction transitioned from traditional face-to-face teaching to fully online language teaching starting in fall 2020.\"},{\"question\":\"How was course consistency maintained across instructors and sections?\",\"answer\":\"Eight instructors taught 11 sections using the same syllabus, learning platforms, lesson plans, and assessments under supervision of a course director.\"},{\"question\":\"What pedagogical interventions were integrated into the redesigned curriculum?\",\"answer\":\"The developers used online integrated performance assessments, lessons and content infused with open-access authentic materials, and a digital storytelling project within meaningful cultural communication contexts.\"}]","Communicative Online Language Teaching in Disruptive Times - A Redesign of the Introductory Spanish Curriculum | PDF",1792092371,58]