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Overrepresentation of English Learners in Special Education Amid the COVID-19 Pandemic

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Title: Overrepresentation of English Learners in Special Education Amid the COVID-19 Pandemic
Language: English
Authors: Ortogero, Shawna P., Ray, Amber B.
Source: Educational Media International. 2021 58(2):161-180.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2021
Document Type: Journal Articles
Information Analyses
Education Level: Elementary Secondary Education
Descriptors: COVID-19, Pandemics, Disproportionate Representation, English Language Learners, Special Education, Online Courses, Educational Technology, Electronic Learning, At Risk Students, Vocabulary Development, Foreign Countries, Native Language, Language of Instruction, Culturally Relevant Education, Multimedia Instruction, Self Management, Second Language Learning, School Closing, Distance Education, Elementary Secondary Education
Geographic Terms: Turkey, Mexico, Germany, Italy, Denmark, Spain, Indonesia, Taiwan
DOI: 10.1080/09523987.2021.1930485
ISSN: 0952-3987
Abstract: The continued concern of English Learners (ELs) being overrepresented in special education coupled with the 2020 global COVID-19 pandemic that urged educators to ramp up online instruction, has left educators to deliver instruction to ELs via e-learning. This issue is further exacerbated by students in the United States (U.S.) continuing to lag behind their peers in other countries in foreign language capabilities. The U.S. can gain valuable insights from other countries when it comes to boosting the vocabulary acquisition skills of ELs, as learning new vocabulary is key for ELs to develop English proficiency. This review of eight international studies indicated the following effective vocabulary acquisition strategies (VAS) feasible for instructing English learners via e-learning: (1) using the native language to teach English; (2) Content Language Integrated Learning; (3) designing culturally relevant activities in both the first and second language; (4) pre teaching vocabulary multimodally using explicit word learning strategies; (5) use of multimedia; and (6) promoting self-regulation. A Self-Regulated Multimedia Cognitive Learning Model for educators to implement VAS with ELs amid a time of enhanced virtual learning is also introduced.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1313208
Database: ERIC
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  Data: Overrepresentation of English Learners in Special Education Amid the COVID-19 Pandemic
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink><br /><searchLink fieldCode="DE" term="%22Mexico%22">Mexico</searchLink><br /><searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink><br /><searchLink fieldCode="DE" term="%22Italy%22">Italy</searchLink><br /><searchLink fieldCode="DE" term="%22Denmark%22">Denmark</searchLink><br /><searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink><br /><searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink><br /><searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
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  Data: The continued concern of English Learners (ELs) being overrepresented in special education coupled with the 2020 global COVID-19 pandemic that urged educators to ramp up online instruction, has left educators to deliver instruction to ELs via e-learning. This issue is further exacerbated by students in the United States (U.S.) continuing to lag behind their peers in other countries in foreign language capabilities. The U.S. can gain valuable insights from other countries when it comes to boosting the vocabulary acquisition skills of ELs, as learning new vocabulary is key for ELs to develop English proficiency. This review of eight international studies indicated the following effective vocabulary acquisition strategies (VAS) feasible for instructing English learners via e-learning: (1) using the native language to teach English; (2) Content Language Integrated Learning; (3) designing culturally relevant activities in both the first and second language; (4) pre teaching vocabulary multimodally using explicit word learning strategies; (5) use of multimedia; and (6) promoting self-regulation. A Self-Regulated Multimedia Cognitive Learning Model for educators to implement VAS with ELs amid a time of enhanced virtual learning is also introduced.
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