The article presents selected aspects of the empirical qualitative research conducted by the authors at the end of the first wave of the COVID-19 pandemic in Poland, in July and August 2020. As in March 2020 SARS-CoV-2 virus started to spread, the Polish Ministry of Education decided to close nearly all educational institutions, and teachers were forced to carry out lessons using the means of distance education. The authors of this paper tried to establish how teachers of English as a second language (ESL) working with young learners in three different types of institutions (public and private (pre-primary and primary) schools, language schools) coped with the situation of teaching a foreign language under these unusual circumstances. One of the results showed that teachers in three types of settings received different support. This either helped them to cope with the new situation of remote teaching, e.g. by choosing a platform for online teaching or providing meetings with a methodologist (private settings and language schools) or caused more confusion by leaving the decisions to the teachers (public settings). The findings of the study may contribute to the knowledge of remote education development and implementation of new technologies in teaching English to young learners, which may result in better quality language education in the future.

本文介绍了作者在 2020 年 7 月和 2020 年 8 月波兰第一波 COVID-19 大流行结束时进行的实证定性研究的选定方面。与 2020 年 3 月一样，SARS-CoV-2 病毒开始传播，波兰教育部决定关闭几乎所有教育机构，教师被迫使用远程教育方式授课。本文的作者试图确定在三种不同类型的机构（公立和私立（学前和小学）学校、语言学校）中，英语作为第二语言 (ESL) 的教师如何与年轻学习者一起应对在这种不寻常的情况下教授外语。其中一项结果显示，三种环境中的教师获得了不同的支持。这要么帮助他们应对远程教学的新情况，例如通过选择在线教学平台或提供与方法学家的会议（私人环境和语言学校），要么通过将决定留给教师（公共环境）造成更多混乱. 该研究的结果可能有助于了解远程教育的发展和新技术在年轻学习者英语教学中的应用，这可能会导致未来更好的语言教育质量。