Language teachers are often masters of using the physical space in their language classrooms, rearranging furniture, groups, and artifacts to facilitate meaningful encounters with and among learners. Indeed, during the COVID-19 crisis, many language teachers are sharing that these human encounters -reading learners' needs through body language, moving in and out of conversations, or engaging each other face-to-face-are the biggest felt loss in their emergent digital language classrooms. Yet, the new digital realities do not necessarily mean that teachers must sacrifice real collaboration among their learners. Digital tools were often designed to explicitly facilitate multimodal collaboration, and, with a wider variety of humans and human stories than may be found within the four-walls of the typical classroom. This article aims to help language teachers facilitate more diverse interactions in the target language through the use of tools, spaces, and strategies that can be easily incorporated into our digital classrooms. We describe three categories of such activities (mobile-assisted learning, tandem learning, and service learning) and explain how these can be most effectively incorporated into an online language class. KEYWORDS mobile-assisted language learning, tandem learning, service learning, virtual communities This is the pre-peer reviewed version of the following article: Zooming out of the crisis: Language and human collaboration, which has been published in final form at

Much international media is produced in English, a fact seen as both evidence of globalization and motivation for learning English. The English variety presumed dominant in such media, originating in inner‐circle countries and reflecting constraints of printed text, has frequently formed the pedagogical model for English learners. Yet the 21st century global media landscape evidences disruption from technological innovations and destabilized patterns of content creation, with far‐reaching effects. Contemporary media platforms encourage content which is more multimodal, interactive, individualized, and translingual. Ideologies are changing, both about which English varieties belong where in the media landscape and how English text relates to other systems of meaning making. English learners themselves can now compose, publish, and discuss their own content within a rapidly democratizing media ecosystem. These ongoing technological and ideological changes will see a wider range of voices, varieties, identities, and modalities created and sought out by the media‐engaging public.

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