Abstract:

The knowledge and proficiency in more than one language are fundamental skills in a globalized world. In higher education, foreign language learning has proven to be an important tool for academic success and for integration in the labor market. In this sense, the aim of this study was to analyze the adaptation of teaching/learning foreign language in online and hybrid model in a public university during the pandemic and what resources and strategies used. We used the focus group technic conducted with the language teachers to identify the main challenges and the results obtained between 2019 and 2021. We complemented this analysis with students' evaluation of language teaching in the same period. The results show that the pandemic brought difficulties in teaching, mainly because language teaching requires teaching-learning methodologies whose adaptation to the online and hybrid model forced to create new pedagogical strategies, but that after the pandemic and with the proper preparation and support, some of these digital technologies will be incorporated into pedagogical practices hybrid approaches, which represent a real trend and possibility for language teaching in the post-pandemic context The collected data from the students evaluation showed a very positive score and despite the difficulties they point to the teacher's interest in making the students learn, as well as keeping them motivated to do so, reinforcing the relevance of these curricular units in their learning and professional grown.

Keywords:

Foreigner Languages, Higher Education, Covid 19.