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It analyzes course design and delivery shifts, emphasizing how blended learning can engage multilingual international graduate students and create more opportunities for formative feedback. The paper details synchronous and asynchronous teaching contexts, including cases shaped by time zone conflicts, and evaluates how the emergency-remote environment transformed the instructor’s teaching style toward more self-directed student learning.",{"@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/multilingual-course-re-designing-amid-local-and-global-crises-lessons-going-forward/598409/",{"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/multilingual-course-re-designing-amid-local-and-global-crises-lessons-going-forward/598409.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What time period does the author describe teaching remotely?","Question",{"text":112,"@type":113},"The account covers experiences teaching remotely online due to COVID-19 from March 2020 through June 2021.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the author use blended learning with international graduate students?",{"text":117,"@type":113},"A blended approach was used in a graduate ESL communications class, helping engage multilingual students and allowing more time for formative feedback.",{"name":119,"@type":110,"acceptedAnswer":120},"What challenges led to fully asynchronous student participation?",{"text":121,"@type":113},"Time zone conflicts caused some students to take classes entirely asynchronously.","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},598409,1792165937,{"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":24,"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":41},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Multilingual Course Re-design(ing) Amid Local and Global Crises: Lessons Going Forward  \nThis reflective essay discusses my experience over one year during the COVID-19 global pandemic. I analyze my experiences teaching and my observations of students, concluding that the affordances of blended learning can be useful for engaging multilingual students, and that such engagement allows for more time for formative feedback for students. Specifically, a blended approach was used in a graduate ESL communications class for international students, most of whom took the class from their home countries. However, this approach may not necessarily fit with the teaching style of the instructor. Thus, the teaching and learning context adjusted by the COVID-19 pandemic resulted in a transformative teaching experience, wherein the instructor learned the value of more self-directed learning by the students. In this paper, course context will first be outlined, followed by detailed accounts of each course design approach, including cases in which students took the classes entirely asynchronously due to time zone conflicts. Specific assignments for synchronous and asynchronous teaching and learning contexts will be described, and I include a critical analysis of my teaching style with each. I review the supports that allowed for experimentation with teaching approaches during this remote time and I describe overall pedagogical implications.  \nKeywords: course design, reflective teaching, blended learning, international graduate students  \nLate afternoon in the middle of the last instructional week of Winter quarter 2020, the chancellor  \nemailed the university community to announce classes going online immediately due to the threat posed by COVID-19. While the idea of classes moving online had been floating around for the past week due to a couple potential cases on various college campuses, the announcement still seemed abrupt. Although I had only used Zoom once before, I emailed my students and announced that the final day of class, tomorrow, would be held on this platform. More significantly, I emailed students slated to present and asked if they’d be willing to use the platform for their presentations—teaching mini-lessons and leading a discussion. Somewhat surprisingly, the student presenters all replied affirmatively, which confirmed my hunch that the graduate students were quite familiar with—more so than me—the affordances of video conferencing technology. I was astonished the next day when my students appeared online and that the presentations–while certainly not flawless—were adapted well and succeeded online. I therefore left the end of the quarter with the impression that, at least for these types of students—international graduate students training to become teaching assistants (TAs)—this move to the digital sphere could and would work for teaching and learning. In the subsequent quarters that I taught, my  \nThe CATESOL Journal • 34.1 • 2023 • 1  \nobservations of students and my discussions with colleagues transformed this notion of live, or synchronous online teaching, a very close replication of in-person teaching. What details below is the evolution of my teaching online during this emergency remote context, as well as implications for teaching in such a context.  \nOn Friday, March 13, notably when President Trump declared a national state of emergency, most learning in California shifted from a brick-and-mortar space to online. The purpose of this critical reflection is to document and analyze the effects of different pedagogical delivery methods and the lessons learned based on instructor observation.  \nContext  \nThis account considers my experience teaching remotely online due to the COVID-19 pandemic, from March 2020 through June 2021. Employed at a research university in California, I taught both undergraduate and graduate student ESL courses during this time, once for the former and twice for the latter. Each course spanne","cbCaiv3Od0oPCiX1","https://ap.wps.com/l/cbCaiv3Od0oPCiX1","pdf",226139,12,"English","# Context\n## Remote teaching period and course scope\n# Course Design Approaches\n## Synchronous online delivery\n## Asynchronous learning shaped by time zones\n## Assignment structures for each context\n# Pedagogical Implications\n## Formative feedback and engagement\n## Transformation of instructor teaching style","[{\"question\":\"What time period does the author describe teaching remotely?\",\"answer\":\"The account covers experiences teaching remotely online due to COVID-19 from March 2020 through June 2021.\"},{\"question\":\"How did the author use blended learning with international graduate students?\",\"answer\":\"A blended approach was used in a graduate ESL communications class, helping engage multilingual students and allowing more time for formative feedback.\"},{\"question\":\"What challenges led to fully asynchronous student participation?\",\"answer\":\"Time zone conflicts caused some students to take classes entirely asynchronously.\"}]","Multilingual Course Re-design(ing) Amid Local and Global Crises - Lessons Going Forward | PDF",1792086876]