Educating Culturally and Linguistically Diverse Learners (CLD) in United States Schools during COVID-19
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| Title: | Educating Culturally and Linguistically Diverse Learners (CLD) in United States Schools during COVID-19 |
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| Language: | English |
| Authors: | Burgin, Ximena D. (ORCID |
| Source: | TESL-EJ. May 2023 27(1). |
| Availability: | TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Secondary Education Early Childhood Education Elementary Education Kindergarten Primary Education High Schools Secondary Education |
| Descriptors: | COVID-19, Pandemics, Distance Education, Educational Change, Teaching Methods, English (Second Language), Second Language Learning, Teacher Attitudes, Elementary Secondary Education, Online Courses, Faculty Workload, Educational Quality, Barriers, Grounded Theory, Cultural Differences, Kindergarten, Culturally Relevant Education, Elementary School Teachers, Learner Engagement, High School Teachers, Spanish Speaking, Hispanic American Students, Parent Teacher Cooperation, Time Management, Technological Literacy, Pedagogical Content Knowledge, Faculty Development |
| Geographic Terms: | Illinois |
| ISSN: | 1072-4303 |
| Abstract: | The COVID-19 pandemic has propelled educational communities across the world into emergency remote models of instruction. This study documented the perceptions of 11 teachers from the State of Illinois regarding the quality of online instruction in their schools and their unexpected challenges from March of 2019-2020 academic year. Three points of data collection documented the teachers' perceptions of the transition to online learning and subsequent difficulties. Recurrent themes evident in responses to interview questions (Stake, 2000) were examined using a constant comparison method (Glasser & Strauss, 1967). Three emerging themes were identified: increased job demands, need for educational supports, and educators' concerns about the quality of the delivery of online instruction for Culturally and Linguistically Diverse Learners during the pandemic. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1392938 |
| Database: | ERIC |
| Abstract: | The COVID-19 pandemic has propelled educational communities across the world into emergency remote models of instruction. This study documented the perceptions of 11 teachers from the State of Illinois regarding the quality of online instruction in their schools and their unexpected challenges from March of 2019-2020 academic year. Three points of data collection documented the teachers' perceptions of the transition to online learning and subsequent difficulties. Recurrent themes evident in responses to interview questions (Stake, 2000) were examined using a constant comparison method (Glasser & Strauss, 1967). Three emerging themes were identified: increased job demands, need for educational supports, and educators' concerns about the quality of the delivery of online instruction for Culturally and Linguistically Diverse Learners during the pandemic. |
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| ISSN: | 1072-4303 |
