Abstract
This article primarily draws upon the experiences of educators and administrators during the initial months of the COVID-19 pandemic to consider ways that teachers can plan for “new normal” EFL (English as a foreign language) classes in post-pandemic Japan. Rather than trading in our “real” physical classrooms for “virtual” ones, it suggests that we take this opportunity to introduce an updated curriculum combining the best of both environments to create a blended educational experience. In addition to improving educational outcomes, blending EFL classes promises to make them more resilient in the face of adversity while providing better support for neurodiversity in the student body.
