Although employed in various emergency contexts globally (e.g., wildfires, earthquakes, hurricanes, snow days, epidemics, military conflict), emergency remote teaching (ERT) continues to be an under-researched mode, or type, of instruction. Through a mixed-methods design, involving a teacher questionnaire and follow-up interviews, this study sought to develop a more in-depth understanding of ERT by examining how it manifested itself during the COVID-19 school closures. The investigation focused specifically on the aspect of the pedagogical process that was probably most saliently affected by the sudden shift from in-person to remote teaching, namely, teacher-student communication. It identified some of the emergency communication practices observed during ERT and, using Grice's Cooperative Principle, explored their effectiveness and possible implications for student learning. More importantly, it illuminated the distinctive nature of communication in ERT settings, exposing the “communication norm vacuum” in which teachers and students had to operate when teaching moved online. As argued in the paper, the novelty of the communication context and teachers' and students' inability to draw upon well-established communication routines to navigate it, compromised communication and may be responsible for some of the learning loss observed during school closures.

尽管紧急远程教学（ERT）在全球各种紧急情况下（例如野火、地震、飓风、雪天、流行病、军事冲突）得到应用，但它仍然是一种尚未得到充分研究的教学模式或类型。通过混合方法设计，包括教师问卷和后续访谈，本研究试图通过研究 ERT 在 COVID-19 学校停课期间的表现来更深入地了解 ERT。该调查特别关注教学过程中可能受到从面对面教学突然转变为远程教学影响最显着的方面，即师生沟通。它确定了 ERT 期间观察到的一些紧急通信实践，并利用格赖斯合作原则，探讨了它们的有效性以及对学生学习的可能影响。更重要的是，它阐明了ERT环境中沟通的独特本质，暴露了在线教学时教师和学生必须操作的“沟通规范真空”。正如论文中所述，沟通环境的新颖性以及教师和学生无法利用完善的沟通例程来进行导航，损害了沟通，并可能是学校停课期间观察到的一些学习损失的原因。