the new world order: peculiarities of language education in the light of covid-19

Covid-19 has upended nearly every aspect of k-12 and higher education from institution plans to delivery of instruction at once. to ensure that teaching and learning can continue offsite, educational institutions all around the world scrambled to switch to virtual teaching practice as an alternate delivery mode. doubtless, solutions provided to teachers and students at the start of the pandemic hit were more of an emergency remote solution rather than rigorous online learning ones. as the pandemic has evolved, so too have education responses. this exploratory research aims to present the general characteristics extracted from experiences of learning and teaching in the time of covid-19. to that end, we did a literature review using predefined search terms and then analyzed the content of some selected experiences related to the research topic. the inferred characteristics were then grouped into three axes: social, pedagogical and technological. amongst the core characteristics of the new world education order are co-construction of knowledge, more developmental, dynamic and personalized curricula, online and hybrid modes of education, decentralized education, collaborative meaning making, fertilized trans-lingual and trans-cultural practices, multimodality, intermediality, flexibility, negotiated literacy, blurred boundaries of time, space and reality, mobility, super diversity of identity, networked individualism and the culture of bricolage for doing more with less.