English language development specialists' views on emergency remote teaching

Leider, Christine Montecillo; Tigert, Johanna M.

doi:10.1002/tesj.652

Cited by 10 publications

(2 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…An important dimension of working with CLDLs is scaffolding and differentiating curriculum and instruction for students’ cultural and linguistic needs (Leider & Tigert, 2022; Lucas & Villegas, 2010a, 2010b; Paris & Alim, 2017). However, although 57 position statements address content and instruction, most position statements did not explicitly name the instructional needs of CLDLs (NCTM = 10, NCSS = 14, NSTA = 20), with NCTE standing out as the exception with only two position statements that did not do so.…”

Section: Resultsmentioning

confidence: 99%

Teaching Culturally and Linguistically Diverse Learners: A Content Analysis of Teacher Professional Organizations’ Position Statements

Leider,

Tigert,

Norova

2024

Teachers College Record: The Voice of Scholarship in Education

Self Cite

View full text Add to dashboard Cite

Background or Context: Teachers are often positioned as the main providers of educational equity and access for culturally and linguistically diverse learners (CLDLs). Teachers’ beliefs regarding this population can play a major role in their instructional and curricular decisions. Purpose, Objective, Research Question, or Focus of Study: In this study, we use a lens of professionalization to examine how teacher beliefs might be influenced during the in-service years of a teacher’s career through the role of teacher professional organizations. Research Design: We utilized document analysis to examine how CLDLs are discussed in the position statements from four long-standing teacher professional organizations (i.e., National Council for Teachers of English, National Science Teacher Association, National Council for Teachers of Mathematics, and National Council for Social Studies). One hundred and four position statements produced between 2000 and 2022 were analyzed. Conclusions or Recommendations: Findings revealed that most position statements employ generic language, rarely referring explicitly to CLDLs, their access to education, the need to consider their languages/cultures in instructional methods and materials, or ways to effectively prepare teachers to meet their needs. Findings suggest that teacher professional organizations should rethink their approach to crafting position statements to be both inclusive and specific in language. Implications for teacher professional development and future research are discussed.

show abstract

Section: Resultsmentioning

confidence: 99%

Teaching Culturally and Linguistically Diverse Learners: A Content Analysis of Teacher Professional Organizations’ Position Statements

Leider,

Tigert,

Norova

2024

Teachers College Record: The Voice of Scholarship in Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…Several studies report on how digital divides have affected ESOL classes or learning, some predating the COVID‐19 pandemic and some motivated by the pandemic situation. A survey of elementary and secondary English language teachers during COVID‐19 found a disproportionate negative effect of emergency remote teaching on multilingual students, with disparities in access to technology and online instruction despite districts' efforts to distribute devices to families (Leider & Tigert, 2022). The researchers concluded that institutional structures and policies could be more equity‐minded, for example including plans for translation/interpretation and family engagement that do not place a greater burden on ESOL teachers by asking them to take on those tasks.…”

Section: Esol Digital Divides and Digital Literaciesmentioning

confidence: 99%

Interest in and barriers to online ESOL instruction for adults during and beyond COVID‐19: Exploring relationships with sociodemographics and English proficiency

Cox,

Chen,

Okatch

2023

TESOL Journal

View full text Add to dashboard Cite

Digital divides mean that marginalized groups such as adults who speak English as a second or other language (ESOL) are less likely to have access to online instruction. Higher levels of English proficiency are associated with better health and employment; therefore, access to ESOL classes is essential. We investigated how sociodemographics and English proficiency relate to adult learners' preferences for, and barriers to, online instruction of ESOL during and beyond the COVID‐19 pandemic. Sixty‐one adults completed a survey on their pandemic experiences, demographics, and ESOL classes. Analyses showed nonsignificant relationships between interest in online instruction and internet access, education, income, and age. Respondents reported expecting more nondigital than digital barriers to online instruction overall. Expecting to encounter digital barriers did not constrain respondents' interest in future online instruction; however, beginner‐proficiency individuals had higher interest than those with intermediate or no proficiency. Of the five specific types of remote instruction included in the survey, learning to use new technologies interested most respondents the most. Results will inform ESOL practitioners and administrations as they continue to develop online or digital literacies components for their classes.

show abstract

Differentiated instruction in an online ESL writing lesson: A single participant case study in Hong Kong

Liang

2024

TESOL Journal

View full text Add to dashboard Cite

Differentiated instruction (DI), an educational philosophy that aims to cater for learner diversity, has been advocated by scholars and teachers over the past two decades. Nevertheless, little is known about how teachers practise DI in online teaching, particularly in the context of English language teaching during the outbreak of the COVID‐19 pandemic. To fill this gap, this single participant case study aimed to delineate concrete ways of implementing DI during an online English writing lesson for English as a second language (ESL) learners in a Hong Kong primary school. To provide a thick description, multiple sources of data were extracted from a rich data pool of a two‐year longitudinal teacher professional development project which included lesson recordings, post‐lesson debriefing meeting recordings, and student work. The findings suggested that the case teacher employed various DI strategies (i.e., providing chances for all student participation, using multisensory pedagogical designs, using information technology) to cater for learner diversity during online English teaching. It is argued that despite the potential challenges, it could be feasible and manageable to employ some DI strategies to address learner diversity during online English teaching. This study contributes to DI theory and practice by deepening our understanding of implementing DI in the context of online English teaching and providing a valuable reference for educational practitioners. It also advances our knowledge of how technology could be leveraged to support DI implementation.

show abstract

English language development specialists' views on emergency remote teaching

Cited by 10 publications

References 20 publications

Teaching Culturally and Linguistically Diverse Learners: A Content Analysis of Teacher Professional Organizations’ Position Statements

Teaching Culturally and Linguistically Diverse Learners: A Content Analysis of Teacher Professional Organizations’ Position Statements

Interest in and barriers to online ESOL instruction for adults during and beyond COVID‐19: Exploring relationships with sociodemographics and English proficiency

Differentiated instruction in an online ESL writing lesson: A single participant case study in Hong Kong

Contact Info

Product

Resources

About