How might tried and true theories of learning help us navigate the uncertainties of remote and hybrid learning models? How can backwards design help teachers spend more time providing support and feedback to students in remote environments? How might we strike the appropriate balance between synchronous and asynchronous learning when planning interpersonal, interpretive and presentational communication activities? We discuss these questions and much more in our second conversation with Dr. Karen Gregory and Dr. Gretchen Oliver from Clarkson University in New York. We released our first interview in March 2020 as schools began closing as a result of the global pandemic. We are grateful to bring Karen and Gretchen back to find out what they have learned since then and what they are planning as they prepare new and experienced teachers to work with English learners.

Gretchen Oliver is the Assistant Director of TESOL programs and an Assistant Professor in the Education Department at Clarkson University, Capital Region Campus, in Schenectady NY. She has prior experience as a K- 12 French teacher and taught English as Foreign Language in Grenoble, France. Dr. Oliver's research focuses on teaching STEM to English learners, teacher education and professional development, and ESOL-focused leadership practices.

Karen Gregory is the Director of TESOL programs and an Assistant Professor in the Education Department at Clarkson University, Capital Region Campus, in Schenectady NY. She has prior experience as a K- 12 Spanish and ENL teacher. Dr. Gregory's research focuses on content instruction for English learners, teacher professional development, and whole school improvement.

You can learn more about the work that Karen and Gretchen are doing by visiting the Clarkson University TESOL website.