Baytiyeh, H. (2019). Mobile learning technologies as a means of maintaining education delivery in crisis situations. International Journal of Information and Communication Technology Education (IJICTE), 15(3), 1–10. https://doi.org/10.4018/IJICTE.2019070101
Blake, R., & Guillén, G. (2020). Brave new digital classroom: Technology and foreign language learning (3rd ed.). Washington, DC: Georgetown University Press. https://doi.org/10.2307/j.ctv1nc6rkf
Centers for Disease Control and Prevention (CDC) (2021). Interim public health recommendations for fully vaccinated people. https://www.cdc.gov/coronavirus/2019-ncov/vaccines/fully-vaccinated-guidance.html
Davies, L., & Bentrovato, D. (2011). Understanding education’s role in fragility: Synthesis of four situational analyses of education and fragility: Afghanistan, Bosnia and Herzegovina, Cambodia, Liberia. IIEP research papers. Paris: International Institute for Educational Planning.
Gacs, A., Goertler, S., & Spasova, S. (2020). Planned online language education versus crisis-prompted online language teaching: Lessons for the future. Foreign Language Annals, 53, 380–392. https://doi.org/10.1111/flan.12460
Gao, X. (2020). Australian students’ perceptions of challenges and strategies for learning Chinese characters in emergency online teaching. International Journal of Chinese Language Teaching, 1(1), 83–98. https://doi.org/10.46451/ijclt.2020.06.04
Goertler, S., Bollen, M., & Gaff, J. (2012). Students’ readiness for and attitudes toward hybrid foreign language instruction: Multiple perspectives. CALICO Journal, 29, 297–320. https://doi.org/10.11139/cj.29.2.297-320
Gordon, J., Weiner, E., McNew, R., & Trangenstein, P. (2010). Teaching during a pandemic event: Are universities prepared? Medinfo, 160, 620–624. https://doi.org/10.1111/j.1096-3642.2010.00703.x
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online teaching. Educause Review, March 27. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Houston, M. (2016). The experiences of faculty at academic institutions preparing themselves for academic continuity after a disaster in Florida in the last decade: A phenomenological study. Unpublished dissertation, Northcentral University, San Diego, California.
Hubbard, P. (2008). Twenty-five years of theory in the CALICO Journal. CALICO Journal, 25, 387–399. https://doi.org/10.1558/cj.v25i3.387-399
Hubbard, P. (2013). Making a case for learner training in technology enhanced language learning environments. CALICO Journal, 30, 163–178. https://doi.org/10.11139/cj.30.2.163-178
Hubbard, P. (2019). Five keys from the past to the future of CALL. International Journal of Computer-Assisted Language Learning and Teaching, 9(3). https://doi.org/10.4018/IJCALLT.2019070101
Jin, L., Xu, Y., Deifell, E., & Angus, K. (2021). Emergency remote language teaching and U.S.-based college-level world language educators’ intention to adopt online teaching post-pandemic times. Modern Language Journal, 105(2), 412–434. https://doi.org/10.1111/modl.12712
Kessler, G. (2017). Technology and the future of language teaching. Foreign Language Annals, 51, 205–218. https://doi.org/10.1111/flan.12318
Lorenzo, G. (2008). The Sloan semester. Journal of Asynchronous Learning Networks, 12(2), 5–40. https://pdfs.semanticscholar.org/cb2c/1b7027b43c0c033dbb7bce2ba1c03509d3b8.pdf
MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers’ coping strategies during the COVID-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94, 102352. https://doi.org/10.1016/j.system.2020.102352
McMurtry, K. (2013). Designing online training for faculty new to online teaching. Journal of Applied Learning Technology, 3(2).
Moser, K., Wei, T., & Brenner, D. (2021). Remote teaching during COVID-19: Implications from a national survey of language educators. System, 97, 102431. https://doi.org/10.1016/j.system.2020.102431
Murphy-Judy, K., & Johnshoy, M. (2017). Who’s teaching which languages online? IALLT Journal of Language Learning Technologies, 47, 137–167. https://doi.org/10.17161/iallt.v47i1.8570
Ortega, L. (2017). New CALL–SLA research interfaces for the 21st century: Towards equitable multilingualism. CALICO Journal, 34, 285–316. https://doi.org/10.1558/cj.33855
Ortega, L. (2020). Language learning in a post-COVID world. The 2020 Einar Haugen Lecture, University of Oslo, September 23. https://www.hf.uio.no/multiling/english/news-and-events/events/guest-lectures-seminars/einar-haugen-lecture/2020/lourdes-ortega.html
Ortagus, J., & Stedrak, L. (2013). Online education and contingent faculty: An exploratory analysis of issues and challenges for higher education administrators. Perspectives on Higher Education, 40(3), 30–33. https://doi.org/10.4148/0146-9282.1096
Oskoz, A., & Smith, B. (2020). Unprecedented times. CALICO Journal, 37(2), i–vii. https://doi.org/10.1558/cj.41524
Paesani, K. (2020). Teacher professional development and online instruction: Cultivating coherence and sustainability. Foreign Language Annals, 53, 292–297. https://doi.org/10.1111/flan.12468
Plonsky, L., & Ziegler, N. (2016). The CALL–SLA interface: Insights from a second-order synthesis. Language Learning & Technology, 20, 17–37.
Rush, S. C., Wheeler, J., & Partridge, A. (2014). Emergency online schools as a means of providing schooling and crisis support after school closings due to catastrophic disasters. International Journal of Emergency Management, 10(3/4), 241–258. https://doi.org/10.1504/IJEM.2014.066481
Rush, S. C., Partridge, A., & Wheeler, J. (2016). Implementing emergency online schools on the fly as a means of responding to school closures after disaster strikes. Journal of Educational Technology Systems, 45(2), 188–201. https://doi.org/10.1177/0047239516649740
Sanz–Sánchez, I., Rivera–Mills, S., & Morin, R. (2017). Online language teaching research: Pedagogical, academic, and institutional issues. Corvallis: Trysting Tree Books. https://doi.org/10.5399/osu.ubi1
Shelley, M., Murphy, L., & White, C. J. (2013). Language teacher development in a narrative frame: The transition from classroom to distance and blended settings. System, 41, 560–574. https://doi.org/10.1016/j.system.2013.06.002
Smith, B., & Oskoz, A. (2021). One year later… CALICO Journal, 38(2), i–iv. https://doi.org/10.1558/cj.42986
Sykes, J. (2020). Editor’s message. Foreign Language Annals, 53(2), 207–208. https://doi.org/10.1111/flan.12469
Trust, T., & Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 189–199.
Wang, D., & East, M. (2020). Constructing an emergency Chinese curriculum during the pandemic: A New Zealand experience. International Journal of Chinese Language Teaching, 1(1), 1–19. https://doi.org/10.46451/ijclt.2020.06.01
Wang, D., & Zhao, Y. (2020). Introduction to the special issue. International Journal of Chinese Language Teaching, 1(1), i–v. https://doi.org/10.46451/ijclt.2020.06.06
Winke, P., Goertler, S., & Amuzie, G. L. (2010). Commonly-taught and less-commonly-taught language learners: Are they equally prepared for CALL and online language learning? Computer Assisted Language Learning, 23, 199–219. https://doi.org/10.1080/09588221.2010.486576
World Health Organization (WHO) (2020). WHO Director-General’s opening remarks at the media briefing on COVID-19—11 March, 2020. https://www.who.int/director-general/speeches/detail/who-director-general-s-opening-remarks-at-the-media-briefing-on-covid-19---11-march-2020
Xu, Y., Jin, L., Deifell, E., & Angus, K. (2021a). Facilitating technology-based character learning in emergency remote teaching. Foreign Language Annals. https://doi.org/10.1111/flan.12541
Xu, Y., Jin, L., Deifell, E., & Angus, K. (2021b). Chinese character instruction online: A technology acceptance perspective in emergency remote teaching. System, 100, 102542. https://doi.org/10.1016/j.system.2021.102542
Zhang, C. (2020). From face-to-face to screen-to-screen: CFL teachers’ beliefs about digital teaching competence during the pandemic. International Journal of Chinese Language Teaching, 1(1), 35–52. https://doi.org/10.46451/ijclt.2020.06.03
Zhao, L., Blankinship, B., Duan, Z., Huang, H., Sun, J., & Bak, T. (2020). Comparing face-to-face and online teaching of written and spoken Chinese to adult learners: An Edinburgh-Sheffield case study. International Journal of Chinese Language Teaching, 1(1), 83–98. https://doi.org/10.46451/ijclt.2020.06.05