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

Ximena D. Burgin, Mayra C. Daniel, Carolyn Riley
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引用次数: 0

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.
在2019冠状病毒病期间,在美国学校教育文化和语言多样化的学习者
2019冠状病毒病大流行促使世界各地的教育界采用紧急远程教学模式。本研究记录了来自伊利诺伊州的11名教师对他们学校在线教学质量的看法,以及他们在2019-2020学年3月遇到的意想不到的挑战。三个数据收集点记录了教师对向在线学习过渡和随后的困难的看法。对面试问题的回答中明显的反复出现的主题(Stake, 2000)使用恒定比较方法进行了检查(Glasser & Strauss, 1967)。确定了三个新出现的主题:就业需求增加、对教育支持的需求以及教育工作者对大流行期间为文化和语言不同的学习者提供在线教学质量的关注。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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