When Harvard University moved all instruction into an online modality in
response to the COVID-19 pandemic, The Language Center positioned itself as
a critical source of guidance on best practices in this new environment. For
Harvard, an institution that has always prioritized face-to-face instruction
above all other formats, 2020 has been a watershed moment that has forced
faculty to reconsider nearly everything about the way they organize and
deliver their courses. Owing to the pandemic crisis, we find ourselves in a
moment in which the efficacy of these modalities in language learning is,
despite initial concerns, being proven day after day. In the context of this
crisis, The Language Center has developed training and support mechanisms
for this transition, focusing on desired learning outcomes, centering
instructor and student experience, and positioning the language faculty to
be able to successfully employ hybrid and online approaches to instruction
that will continue to serve them well after the crisis abates. This
contribution describes the strategies and actions that The Language Center
took to ensure the success of the remote teaching and learning of languages
at Harvard University in the first term of the 2020-2021 academic year,
after the emergency evacuation of campus in March of 2020, and offers a
model for other centers engaged in academic support. While extensive
insights on the success of these efforts are still pending, given the timing
of this crisis and the interventions undertaken, early feedback suggests
that faculty have found provided resources to be useful, and their intention
is to adopt aspects of technologically-mediated instruction in their
face-to-face teaching going forward.