Educating Culturally and Linguistically Diverse Learners (CLD) in United States Schools during COVID-19

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.