Service-learning (SL), or community-engaged learning, refers to a project-based pedagogical approach that addresses community needs through coursework tied to academic, social/civic and personally impactful learning objectives. Originally emerging from research and practice in U.S. higher education, its inclusion in K-12 education in the US and international contexts has gained traction in recent years. Nevertheless, reports of implementation and effectiveness in international education are lacking. This article presents the impact of a two-week US Department of State-funded service-learning exchange program for 25 EFL teachers from 24 countries spanning the globe. Through academic sessions, site visits, and cultural activities led by an interdisciplinary team at a major Midwestern research university, participants were equipped to use SL in contextually appropriate ways for the teaching of both English and vital 21st century life skills. The authors begin with an overview of SL and a research-based account of its benefits for holistic learning, and especially for its application in English education. Following a description of the exchange program that highlights key aspects of the curriculum, the piece turns to participant reflections on selected aspects of SL in English language education. Finally, the authors suggest implications for the future of SL in a global context.
{"title":"Service-Learning in an Increasingly Global Context","authors":"Matthew Hume, Olivia Mondal","doi":"10.18060/27617","DOIUrl":"https://doi.org/10.18060/27617","url":null,"abstract":"Service-learning (SL), or community-engaged learning, refers to a project-based pedagogical approach that addresses community needs through coursework tied to academic, social/civic and personally impactful learning objectives. Originally emerging from research and practice in U.S. higher education, its inclusion in K-12 education in the US and international contexts has gained traction in recent years. Nevertheless, reports of implementation and effectiveness in international education are lacking. This article presents the impact of a two-week US Department of State-funded service-learning exchange program for 25 EFL teachers from 24 countries spanning the globe. Through academic sessions, site visits, and cultural activities led by an interdisciplinary team at a major Midwestern research university, participants were equipped to use SL in contextually appropriate ways for the teaching of both English and vital 21st century life skills. The authors begin with an overview of SL and a research-based account of its benefits for holistic learning, and especially for its application in English education. Following a description of the exchange program that highlights key aspects of the curriculum, the piece turns to participant reflections on selected aspects of SL in English language education. Finally, the authors suggest implications for the future of SL in a global context.","PeriodicalId":150966,"journal":{"name":"INTESOL Journal","volume":"212 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139170809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study surveyed teachers’ perceptions of English learners (ELs) and their referrals to special education during the COVID-19 pandemic. Limited social interactions during the pandemic greatly affected ELs’ language and social development. Using an online survey, the study identified how teachers perceived the impact of the COVID-19 pandemic on ELs, particularly changes in their areas of struggle before and after the pandemic, and the connection between their struggling due to the lockdown and special education referrals. This survey was distributed to Indiana public schools and targeted K–3 teachers. The results indicated that almost 25% of the teachers reported an increase in ELs’ referral to special education referrals after the school lockdown. Further, the teachers indicated an increase in reports of Els with behavior issues and emotional struggles compared to the pre-pandemic period.
本研究调查了在 COVID-19 大流行期间教师对英语学习者（ELs）及其特殊教育转介的看法。大流行期间有限的社会交往极大地影响了英语学习者的语言和社会发展。本研究通过在线调查，确定了教师如何看待 COVID-19 大流行对英语学习者的影响，特别是大流行前后他们在学习方面的变化，以及他们因封锁造成的学习困难与特殊教育转介之间的联系。这项调查分发给了印第安纳州的公立学校，对象是幼儿园至三年级的教师。结果表明，近 25% 的教师表示，在学校封锁后，英语学习者转入特殊教育的情况有所增加。此外，教师们还表示，与大流行前相比，报告有行为问题和情感挣扎的 ELs 增加了。
{"title":"Over -identification of English language learners in special education during COVID-19","authors":"Eunjoo Kim, Jeongae Kang","doi":"10.18060/27608","DOIUrl":"https://doi.org/10.18060/27608","url":null,"abstract":"This study surveyed teachers’ perceptions of English learners (ELs) and their referrals to special education during the COVID-19 pandemic. Limited social interactions during the pandemic greatly affected ELs’ language and social development. Using an online survey, the study identified how teachers perceived the impact of the COVID-19 pandemic on ELs, particularly changes in their areas of struggle before and after the pandemic, and the connection between their struggling due to the lockdown and special education referrals. This survey was distributed to Indiana public schools and targeted K–3 teachers. The results indicated that almost 25% of the teachers reported an increase in ELs’ referral to special education referrals after the school lockdown. Further, the teachers indicated an increase in reports of Els with behavior issues and emotional struggles compared to the pre-pandemic period.","PeriodicalId":150966,"journal":{"name":"INTESOL Journal","volume":"15 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139168453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this research was to examine the use of mind-mapping as a classroom strategy for identifying and assessing the knowledge base of pre-service teachers as they prepare to work with English Learners (ELs) in mainstream classrooms. Using mind maps, the study identified the pre-service teachers’ knowledge base on ELs at the beginning of a 3-week service-learning course and in what areas they were able to grow. Using an action research framework and thematic analysis of the phrases written on mind maps, researchers were able to identify eleven themes prioritized by the pre-service teachers. Analysis of the mind maps revealed that pre-service teachers grew in ways that developed their knowledge of 1) supporting ELs through specific classroom strategies, 2) building awareness of and appreciating cultural diversity, 3) approaching language learning with an asset-oriented mindset, and 4) gaining a basic understanding of second language acquisition. The study found that mind maps are a helpful tool for identifying what pre-service teachers find meaningful about working with ELs as well as a source for data to inform teacher educators as they design and implement curriculum and experiences in teacher preparation that focus on ELs. Key Words: Mind Maps, Teacher Preparation, English Learners
{"title":"Using Mind Maps to Identify Meaning-Making about ELs in Pre-Service Teachers","authors":"Katrina M. Reinhardt, Kaitlyn E. Denney","doi":"10.18060/27625","DOIUrl":"https://doi.org/10.18060/27625","url":null,"abstract":"The purpose of this research was to examine the use of mind-mapping as a classroom strategy for identifying and assessing the knowledge base of pre-service teachers as they prepare to work with English Learners (ELs) in mainstream classrooms. Using mind maps, the study identified the pre-service teachers’ knowledge base on ELs at the beginning of a 3-week service-learning course and in what areas they were able to grow. Using an action research framework and thematic analysis of the phrases written on mind maps, researchers were able to identify eleven themes prioritized by the pre-service teachers. Analysis of the mind maps revealed that pre-service teachers grew in ways that developed their knowledge of 1) supporting ELs through specific classroom strategies, 2) building awareness of and appreciating cultural diversity, 3) approaching language learning with an asset-oriented mindset, and 4) gaining a basic understanding of second language acquisition. The study found that mind maps are a helpful tool for identifying what pre-service teachers find meaningful about working with ELs as well as a source for data to inform teacher educators as they design and implement curriculum and experiences in teacher preparation that focus on ELs. \u0000Key Words: Mind Maps, Teacher Preparation, English Learners","PeriodicalId":150966,"journal":{"name":"INTESOL Journal","volume":"84 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138956752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Translanguaging empowers non-native English speakers in the use and maintenance of their first language. Using their entire linguistic repertoire, English language learners (ELLs) will be able to express themselves better in speech and writing. Support for their home language will increase overall linguistic ability but will also help them maintain connections to their heritage and families and allow them to continue to identify with and be proud of their cultural roots. Opposition and prejudice against the use of languages other than English should be examined and rooted out for the racist ideology it is.
{"title":"Translanguaging: A Culturally Responsive Pedagogy","authors":"Melinda White","doi":"10.18060/27600","DOIUrl":"https://doi.org/10.18060/27600","url":null,"abstract":"Translanguaging empowers non-native English speakers in the use and maintenance of their first language. Using their entire linguistic repertoire, English language learners (ELLs) will be able to express themselves better in speech and writing. Support for their home language will increase overall linguistic ability but will also help them maintain connections to their heritage and families and allow them to continue to identify with and be proud of their cultural roots. Opposition and prejudice against the use of languages other than English should be examined and rooted out for the racist ideology it is.","PeriodicalId":150966,"journal":{"name":"INTESOL Journal","volume":"105 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138958684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this research is to present a means for ESL students in higher education to apply their academic knowledge and language (Cummins, 1981) to increase their local knowledge of school culture and intercultural competence (Neuliep, 2017) by working with teachers and students in a local K-12 school community. This was accomplished through a co-teaching K-12 program sponsored by a large public university that provides international college students of any major an opportunity to have a cultural and language learning experience through student teaching in a public middle school. The researcher, an ESL graduate student, along with a fellow ESL graduate student teacher pursuing a degree in food science, was partnered with two middle school teachers, observed an ESL and a science classroom, co-designed new lesson plans, and co-taught a full day of lessons weekly over one semester. Throughout the practicum, the participant researcher wrote weekly journals and reflections and attended workshops. At the end of the semester, the middle school students (n=140) completed a short questionnaire regarding their experience working with the international student teachers. The survey results indicate that the middle school students, including 40 ESL students, valued the experience of working with culturally diverse teachers. In addition, the experience benefited local teachers, as the ESL college students were able to provide linguistic, sensory, cultural, and interactive supports for content matter (Gibbons, 2014), along with innovative ideas and resources funded by grants. In the meantime, the ESL graduate students had an immersive learning experience on communicating more effectively in a school setting, both academically and interculturally. In conclusion, this collaboration program benefits ESL college students by developing their language proficiency, broadening their cultural perspective, and achieving their educational goals.
{"title":"The Power of Collaboration: Learning Language and Culture by Teaching","authors":"Kyongson Park","doi":"10.18060/26503","DOIUrl":"https://doi.org/10.18060/26503","url":null,"abstract":"The purpose of this research is to present a means for ESL students in higher education to apply their academic knowledge and language (Cummins, 1981) to increase their local knowledge of school culture and intercultural competence (Neuliep, 2017) by working with teachers and students in a local K-12 school community. This was accomplished through a co-teaching K-12 program sponsored by a large public university that provides international college students of any major an opportunity to have a cultural and language learning experience through student teaching in a public middle school. The researcher, an ESL graduate student, along with a fellow ESL graduate student teacher pursuing a degree in food science, was partnered with two middle school teachers, observed an ESL and a science classroom, co-designed new lesson plans, and co-taught a full day of lessons weekly over one semester. Throughout the practicum, the participant researcher wrote weekly journals and reflections and attended workshops. At the end of the semester, the middle school students (n=140) completed a short questionnaire regarding their experience working with the international student teachers. The survey results indicate that the middle school students, including 40 ESL students, valued the experience of working with culturally diverse teachers. In addition, the experience benefited local teachers, as the ESL college students were able to provide linguistic, sensory, cultural, and interactive supports for content matter (Gibbons, 2014), along with innovative ideas and resources funded by grants. In the meantime, the ESL graduate students had an immersive learning experience on communicating more effectively in a school setting, both academically and interculturally. In conclusion, this collaboration program benefits ESL college students by developing their language proficiency, broadening their cultural perspective, and achieving their educational goals. ","PeriodicalId":150966,"journal":{"name":"INTESOL Journal","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114474390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
INTESOL has actively advocated for appropriate certification and training of Indiana’s EL teacher workforce, informing the policy of the Indiana English Learner (EL) Teacher of Record. The Indiana EL Teacher of Record requirement, established in 2019 by the Indiana Department of Education asserts that by 2022, all Indiana school districts will have an established 30:1 ratio of EL students to EL-licensed teachers meeting the minimum criterion of two Supreme Court cases, Lau v. Nichols (1974) and Castañeda v. Pickard (1984). The Indiana Department of Education, the funder of this policy, granted accredited universities in EL education to train and license educators, increasing the overall capacity of districts to meet the needs and rights of their ELs with appropriate staffing and programming. While efforts to meet 30:1 goal are still in progress, Indiana’s approach has contrasted with other states who addressed such licensure initiatives with a heavy hammer, whereas Indiana has done it with a softer mallet. Implications for universities, districts, and families are discussed.
国际英语教育组织积极倡导对印第安纳州英语教师队伍进行适当的认证和培训，为印第安纳州英语学习者(EL)教师备案政策提供信息。印第安纳州教育部于2019年制定的印第安纳州EL教师记录要求声称，到2022年，印第安纳州所有学区的EL学生与EL执照教师的比例将达到30:1，达到最高法院两起案件(Lau v. Nichols(1974年)和Castañeda v. Pickard(1984年))的最低标准。该政策的出资人印第安纳州教育部授予了从事英语教育的认可大学，以培训和许可教育工作者，通过适当的人员配备和规划，提高了地区的整体能力，以满足其英语教育的需求和权利。虽然实现30:1目标的努力仍在进行中，但印第安纳州的做法与其他州形成了鲜明对比，其他州在处理此类许可证倡议时采取了严厉的措施，而印第安纳州则采取了温和的措施。讨论了对大学、地区和家庭的影响。
{"title":"Reckoning with Hammers and Mallets: Indiana’s Approach to Licensing English Learner Teachers","authors":"Trish Morita‐Mullaney","doi":"10.18060/26562","DOIUrl":"https://doi.org/10.18060/26562","url":null,"abstract":" INTESOL has actively advocated for appropriate certification and training of Indiana’s EL teacher workforce, informing the policy of the Indiana English Learner (EL) Teacher of Record. The Indiana EL Teacher of Record requirement, established in 2019 by the Indiana Department of Education asserts that by 2022, all Indiana school districts will have an established 30:1 ratio of EL students to EL-licensed teachers meeting the minimum criterion of two Supreme Court cases, Lau v. Nichols (1974) and Castañeda v. Pickard (1984). The Indiana Department of Education, the funder of this policy, granted accredited universities in EL education to train and license educators, increasing the overall capacity of districts to meet the needs and rights of their ELs with appropriate staffing and programming. While efforts to meet 30:1 goal are still in progress, Indiana’s approach has contrasted with other states who addressed such licensure initiatives with a heavy hammer, whereas Indiana has done it with a softer mallet. Implications for universities, districts, and families are discussed.","PeriodicalId":150966,"journal":{"name":"INTESOL Journal","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127770207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learning transfer with regard to academic literacy in higher education has drawn more and more researchers’ attention in recent years (Baik & Greig, 2009). However, only a small number of transfer studies are pertinent to international and multilingual students or second language (L2) writing instruction. Situated in the area of English for Academic Purposes (EAP), this research investigates international and multilingual undergraduate students’ writing practice and development within and across the disciplines. Specifically, it looks into six Chinese international students’ learning transfer from their First-Year Writing (FYW) course to disciplinary writing in the college years. Drawing upon the theoretical framework of adaptive transfer proposed by Depalma and Ringer (2011), this study redefines transfer in L2 writing and expands the research scope of transfer studies. It examines writing transfer from a new vantage point by including writers’ creative and/or strategic transformation of learned knowledge. Using the case study methodology, this research documents detailed processes of how international and multilingual undergraduate students adapt and transform prior writing knowledge and experiences to construct discipline-specific literacy. The findings have captured a series of writing practices cutting across those students’ approach to language, rhetoric, and genre and identified the factors that contextualize their writing practices.
{"title":"L2 Students’ Adaptive Transfer Beyond First-Year Writing","authors":"Xin Chen","doi":"10.18060/26359","DOIUrl":"https://doi.org/10.18060/26359","url":null,"abstract":"Learning transfer with regard to academic literacy in higher education has drawn more and more researchers’ attention in recent years (Baik & Greig, 2009). However, only a small number of transfer studies are pertinent to international and multilingual students or second language (L2) writing instruction. Situated in the area of English for Academic Purposes (EAP), this research investigates international and multilingual undergraduate students’ writing practice and development within and across the disciplines. Specifically, it looks into six Chinese international students’ learning transfer from their First-Year Writing (FYW) course to disciplinary writing in the college years. Drawing upon the theoretical framework of adaptive transfer proposed by Depalma and Ringer (2011), this study redefines transfer in L2 writing and expands the research scope of transfer studies. It examines writing transfer from a new vantage point by including writers’ creative and/or strategic transformation of learned knowledge. \u0000Using the case study methodology, this research documents detailed processes of how international and multilingual undergraduate students adapt and transform prior writing knowledge and experiences to construct discipline-specific literacy. The findings have captured a series of writing practices cutting across those students’ approach to language, rhetoric, and genre and identified the factors that contextualize their writing practices.","PeriodicalId":150966,"journal":{"name":"INTESOL Journal","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131349933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teaching Multilingual Learners (ML) requires that educators select materials and curriculum that reflect the lives and lived experiences of all their students. Students need to feel valued and respected in order for them to be successful and to authentically engage in the classroom with fellow students, the assignments, and assessments. Educators must remember to take into account the cultural and linguistic capital ML students bring into the classroom that helps to shape their schema. There are a wide range of scaffolds, support materials, and strategies educators can use to make their instruction equitable and accessible for ML students so they can be successful in the classroom. The information below offers five suggestions educators could use in their classroom with their ML students with both evidenced-based support and practical classroom application scenarios.
{"title":"Five Classroom Applications to Increase ML Students’ Engagement in the Classroom","authors":"E. Able","doi":"10.18060/25584","DOIUrl":"https://doi.org/10.18060/25584","url":null,"abstract":"Teaching Multilingual Learners (ML) requires that educators select materials and curriculum that reflect the lives and lived experiences of all their students. Students need to feel valued and respected in order for them to be successful and to authentically engage in the classroom with fellow students, the assignments, and assessments. Educators must remember to take into account the cultural and linguistic capital ML students bring into the classroom that helps to shape their schema. There are a wide range of scaffolds, support materials, and strategies educators can use to make their instruction equitable and accessible for ML students so they can be successful in the classroom. The information below offers five suggestions educators could use in their classroom with their ML students with both evidenced-based support and practical classroom application scenarios.","PeriodicalId":150966,"journal":{"name":"INTESOL Journal","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124461839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This ethnographic case study grounded in constructivist approaches reveals the problems, gaps and challenges within one local K-12 school system that prevent consistent collaboration between teachers and specialists to appropriately and sufficiently support dually identified students. A dually identified student for the purpose of this research is defined as an English language learner who is also diagnosed with an identified disability. Qualitative data was collected to help answer the research question, “What conditions do classroom teachers, special education teachers, and English as a new language(ENL) teachers believe allow them to collaborate effectively to appropriately support dually identified students and their families?” Through analysis of semi structured interviews, the existing gaps, themes, and implications are identified in order to better support dually identified K-12 students and their families.
{"title":"Minding the Gaps: Effectively Supporting Language Learners with Special Needs","authors":"S. Adams, Brittany R. Burns","doi":"10.18060/25653","DOIUrl":"https://doi.org/10.18060/25653","url":null,"abstract":"This ethnographic case study grounded in constructivist approaches reveals the problems, gaps and challenges within one local K-12 school system that prevent consistent collaboration between teachers and specialists to appropriately and sufficiently support dually identified students. A dually identified student for the purpose of this research is defined as an English language learner who is also diagnosed with an identified disability. Qualitative data was collected to help answer the research question, “What conditions do classroom teachers, special education teachers, and English as a new language(ENL) teachers believe allow them to collaborate effectively to appropriately support dually identified students and their families?” Through analysis of semi structured interviews, the existing gaps, themes, and implications are identified in order to better support dually identified K-12 students and their families.","PeriodicalId":150966,"journal":{"name":"INTESOL Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129088315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Trish Morita‐Mullaney, Michelle C. S. Greene, Jenna Cushing-Leubner, Michelle Benegas, Amy Stolpestad
The purpose of this study is to illuminate how English Learner (EL) teachers in the Great Lakes region responded to the sudden shift to emergency remote teaching and learning (ERTL) at the onset of COVID-19 school closures in March 2020. Using an online survey, we examined how EL teachers from Indiana, Minnesota, and Wisconsin continued legal provisions of instruction and service through the end of the 2019-2020 school year. We look closely at the state of Indiana, a state with a more recent immigrant population and where requirements for EL licensure and preparation are not yet required. Although findings show that schools and districts violated legal requirements for ELs, this is polarized by the lack of required training and licensure in Indiana among those serving in the role of EL teacher.
{"title":"COVID-19 and Pandemic Teaching: Emergency Remote Teaching and Learning and English Learner Teachers","authors":"Trish Morita‐Mullaney, Michelle C. S. Greene, Jenna Cushing-Leubner, Michelle Benegas, Amy Stolpestad","doi":"10.18060/25273","DOIUrl":"https://doi.org/10.18060/25273","url":null,"abstract":"The purpose of this study is to illuminate how English Learner (EL) teachers in the Great Lakes region responded to the sudden shift to emergency remote teaching and learning (ERTL) at the onset of COVID-19 school closures in March 2020. Using an online survey, we examined how EL teachers from Indiana, Minnesota, and Wisconsin continued legal provisions of instruction and service through the end of the 2019-2020 school year. We look closely at the state of Indiana, a state with a more recent immigrant population and where requirements for EL licensure and preparation are not yet required. Although findings show that schools and districts violated legal requirements for ELs, this is polarized by the lack of required training and licensure in Indiana among those serving in the role of EL teacher.","PeriodicalId":150966,"journal":{"name":"INTESOL Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114813049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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