ABSTRACT
The current situation of the pandemic has confronted people with challenges such as mass home-schooling and distance learning of students across all age groups and subject areas but also with challenges across national boundaries. Quite generally in a broader perspective and not just with Covid-19 in mind, the futures of learning might be at a crossroads with a view to the impact of the global on people, on educators and students, on citizens. Against the backdrop of the various openings and global-to-local ramifications inherent to Global Citizenship Education within foreign language education, the very word “foreign” in foreign language education almost has to appear as a misnomer. The diversity of educational contexts, infrastructures and priorities makes it difficult to navigate alongside common forces of globalization and digitalization. It encourages the recruitment of any number of modalities, leveraged by whichever tools are at hand, as the basis for diverse meaning making practices that have the potential to transform foreign language education.
