Language teachers are often masters of using the physical space in their language classrooms, rearranging furniture, groups, and artifacts to facilitate meaningful encounters with and among learners. Indeed, during the COVID‐19 crisis, many language teachers are sharing that these human encounters—reading learners' needs through body language, moving in and out of conversations, or engaging each other face‐to‐face—are the biggest felt loss in their emergent digital language classrooms. Yet, the new digital realities do not necessarily mean that teachers must sacrifice real collaboration among their learners. Digital tools were often designed to explicitly facilitate multimodal collaboration, and, with a wider variety of humans and human stories than may be found within the four walls of the typical classroom. This article aims to help language teachers facilitate more diverse interactions in the target language through the use of tools, spaces, and strategies that can be easily incorporated into our digital classrooms. We describe three categories of such activities (mobile‐assisted learning, tandem learning, and service‐learning) and explain how these can be most effectively incorporated into an online language class.

中文翻译：

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走出危机：语言与人类合作

语言教师通常善于利用语言教室中的物理空间，重新布置家具、团体和手工艺品，以促进与学习者之间的有意义的接触。事实上，在 COVID-19 危机期间，许多语言教师分享说，这些人类遭遇——通过肢体语言了解学习者的需求、进入和退出对话，或面对面交流——是最大的感受损失他们新兴的数字语言教室。然而，新的数字现实并不一定意味着教师必须牺牲学习者之间的真正协作。数字工具通常旨在明确促进多模式协作，并且与典型教室的四堵墙相比，包含更多种类的人类和人类故事。本文旨在通过使用可以轻松融入我们的数字课堂的工具、空间和策略，帮助语言教师促进目标语言中更多样化的互动。我们描述了三类此类活动（移动辅助学习、串联学习和服务学习），并解释了如何将这些活动最有效地融入在线语言课程中。