Challenges with emergency remote teaching (ERT) in the adult migrant English programme : An autoethnography

This chapter investigates challenges of teaching on an online English language programme for adult migrants. In a form of an autoethnography, findings in this chapter draw on my reflection on teaching on a ten-week adult migrant English programme course during the 2021 lockdown in New South Wales, Australia. Five challenges that I have identified are unreliability of and inaccessibility to technology, gaps in students’ technology literacy, my lack of familiarity with online teaching tools, the lack of inclusivity of learning materials, and assessment-related issues. Strategies that had helped me cope with online teaching during the emergency remote teaching (ERT) include maintaining my personal wellbeing, consulting other teachers with ERT experience, communicating realistic expectations to students, and observing and reflecting on classes.