The (Im)Possibilities of Equitable Education of Multilingual Emergent Bilinguals in Remote Teaching: A Survey of English Language Teachers in the Great Lakes Region

Autor/inn/en	Cushing-Leubner, Jenna; Morita-Mullaney, Trish; Greene, Michelle C. S.; Stolpestad, Amy; Benegas, Michelle
Titel	The (Im)Possibilities of Equitable Education of Multilingual Emergent Bilinguals in Remote Teaching: A Survey of English Language Teachers in the Great Lakes Region
Quelle	In: Planning and Changing, 50 (2021) 3-4, S.139-164 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0032-0684
Schlagwörter	Equal Education; Multilingualism; Bilingualism; English (Second Language); Second Language Learning; English Language Learners; Teacher Attitudes; Distance Education; Educational Change; Teaching Methods; COVID-19; Pandemics; Access to Education; Compliance (Psychology); Educational Legislation; Second Language Instruction; Internet; Teacher Role; Kindergarten; Elementary Secondary Education; Time Management; Lesson Plans; Well Being; Mental Health; Indiana; Wisconsin; Minnesota + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Lehrerverhalten; Distance study; Distance learning; Fernunterricht; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsrecht; Schulgesetz; Fremdsprachenunterricht; Lehrerrolle; Zeitmanagement; Lesson planning; Unterrichtsplanung; Well-being; Wellness; Wohlbefinden; Psychohygiene
Abstract	The purpose of this study is to identify how teachers of Emergent Bilinguals labeled "English Language Learners" (EL teachers) responded to the sudden shift to emergency remote teaching and learning (ERTL) due to COVID-19 in March 2020. Emergent Bilingual teachers from Indiana, Minnesota, and Wisconsin were surveyed during ERTL and this paper details how these specialized teachers responded to ensure continued instruction for Emergent Bilingual students. We highlight what tasks EL teachers were asked to do by their schools, colleagues, and administration, as well as what was needed from students and families. Specifically, we organize their responses in terms of instructional and service-oriented activities. Data offer insights into existing disparities and demands placed on EL teachers (instructional and non-instructional services) which were exacerbated and made more visible by the ERTL condition. Findings suggest that districts are overwhelmingly out of compliance with requirements to provide equitable access to education as mandated by Title VI and the Equal Educational Opportunities Act. (As Provided).
Anmerkungen	Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site: http://education.illinoisstate.edu/planning/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01