A Comparative Study of Best Practices for Emergency Remote Language Teaching at Foro Italico Language Centre

The objective of this paper is to illustrate best practices implemented at the Foro Italico Language Centre (CLA) for emergency remote teaching and assessment due to Covid-19 pandemic (Erarslan 2021). To do so a comparative study of the organization of English for Specific Purpose (ESP) Bachelor (BA) and Master (MA) courses and related assessment before, during and after the emergency period of strictest restrictions are shown. Furthermore, comparisons of data collected regarding trends for attendance and exam results over different academic years are discussed, with a focus on the differences between pre-pandemic blended learning, emergency remote teaching and the dual mode teaching approach of the most recent phase of the emergency. The decade-long experience of the CLA with computer-based teaching/ learning and assessment as well as with e-learning platforms contributed to a smoother shift to remote, hybrid, dual mode teaching and testing for language teaching staff than for other academic staff. This is due to the CLA research interest on effective and innovative use of technology (Chapelle and Douglas 2006, Chalhoub-Deville 2001, Chapelle 2001). Finally, the CLA had a prominent role in supporting and training Foro Italico academic staff during the emergency for a more effective remote teaching. Concluding remarks on challenges and opportunities such as the transition from a more traditional face-to-face system or blended learning to a new, innovative, and more effective teaching approach supported by technological tools and the consequent improvement of digital literacy and digital divide (Zhixuan, 2021) are provided.