Educators Learning Lessons from Multilingual Family Engagement through the COVID-19 Pandemic

Autor/inn/en	Buxton, Cory; McIntosh, Kathryn; Ettenauer, Barbara; Thompson, Karen
Titel	Educators Learning Lessons from Multilingual Family Engagement through the COVID-19 Pandemic
Quelle	In: School Community Journal, 33 (2023) 1, S.37-65 (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Student Diversity; Language Usage; COVID-19; Pandemics; Teacher Attitudes; Teacher Role; Administrator Attitudes; Administrator Role; Parent Participation; Parent Role; Multilingualism; English (Second Language); Elementary Secondary Education; School Districts; Student Characteristics; Parent Teacher Cooperation; Family School Relationship; Distance Education; School Closing; Equal Education; Student Needs; Bilingual Students; Change Strategies; Racism; Social Justice; Oregon + Suchen Sie Ihr Suchwort? Sprachgebrauch; Lehrerverhalten; Lehrerrolle; Elternmitwirkung; Parental role; Elternrolle; Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; School district; Schulbezirk; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Distance study; Distance learning; Fernunterricht; School closings; Schule; Schließung; Schließung (von Schulen); Lösungsstrategie; Rassismus; Soziale Gerechtigkeit
Abstract	We report on a project to support teachers and district administrators working with multilingual learners as they deepened relationships and understandings with multilingual families in five Oregon school districts. Due to the COVID-19 pandemic, which radically shifted the ways educators engaged with students' families, we repurposed this ongoing research to answer the question: How did teachers' and supporting administrators' conceptions of and actions to promote multilingual family engagement shift in response to the COVID-19 pandemic? Further influenced by the concurrent national protests for racial justice, we consider how teachers and administrators engaged in liberatory work as they questioned structures that had previously seemed inevitable or unproblematic. Framed using Harro's cycle of liberation, we discuss lessons learned based on systematic data collected from both teachers and administrators from multiple districts and multiple time points before and during pandemic-impacted schooling. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01