Acceso usuarios
Jennifer Renn, Woongsik Choi, Haiyan Li, Wayne Wright, Trish Morita-Mullaney
While the COVID-19 pandemic impacted schools worldwide, U.S. dual language bilingual education (DLBE) programs experienced unique challenges. DLBE develops proficiency in two languages through cross-cultural exchange and peer-to-peer interaction, and when schools transitioned to emergency remote teaching and learning (ERTL) in Spring 2020, these key elements became difficult to implement. Challenges continued in the 2020–2021 school year as schools experimented with different instructional formats and COVID-19 protocols. While most pandemic-related research has focused on general education classrooms, this multi-site qualitative case study explores the experiences of 10 elementary DLBE teachers in Indiana. This longitudinal study employs a grounded theory approach to examine data from coaching sessions and classroom observations from March 2020 through May 2021 using the interpretive lens of the four pillars of DLBE. Findings reveal physical, instructional, and personal challenges, including struggles with isolation and difficulties fostering language-focused interaction, during remote, hybrid, and in-person instruction. Results highlight the resilience and adaptability of educators and the crucial role of support from families, colleagues, and administrators during the pandemic, while also raising awareness of the critical impacts that policy and the physical classroom environment have on teachers’ DLBE instruction and personal experiences.
