Chinese Teachers' Methodological Adaptation during the COVID-19 Pandemic

ABSTRACT

This research describes the methodological adaptation carried out by teachers of Chinese as a foreign language in the context of emergency remote teaching context produced by the COVID-19 pandemic in Costa Rica in 2020. An exploratory qualitative approach was adopted which included the participation of eleven teachers who responded to an online questionnaire and participated in a focus group discussion. The results suggest that information and communication technologies played a major role in this methodological adaptation and that, thanks to their integration into the teaching staff's methodology, the continuity of teaching in their courses' four macrocompetences could be ensured. It was also found that, for the development of the four language skills, a very varied range of activities was used, and a greater participation of students in their learning was achieved. As a conclusion, it was confirmed that the adaptations led to a considerable increase in the working hours of Chinese teaching staff.