The disparate impact of COVID‐19 remote learning on English learners in the United States
2020; Wiley; Volume: 11; Issue: 3 Linguagem: Inglês
10.1002/tesj.546
ISSN1949-3533
Autores Tópico(s)Educational Innovations and Technology
ResumoTESOL JournalVolume 11, Issue 3 e00546 CURRENT ISSUES IN TESOL: TESOL AND THE COVID-19 PANDEMIC The disparate impact of COVID-19 remote learning on English learners in the United States Peter Sayer, Corresponding Author Peter Sayer [email protected] The Ohio State UniversitySearch for more papers by this authorDerek Braun, Derek Braun The Ohio State UniversitySearch for more papers by this author Peter Sayer, Corresponding Author Peter Sayer [email protected] The Ohio State UniversitySearch for more papers by this authorDerek Braun, Derek Braun The Ohio State UniversitySearch for more papers by this author First published: 30 August 2020 https://doi.org/10.1002/tesj.546Citations: 19Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat REFERENCES Bellan, R. (2019). $23 billion education funding report reveals less money for city kids. Bloomberg City Lab, March 27. Retrieved from https://www.bloomberg.com/news/articles/2019-03-27/why-city-kids-get-less-money-for-their-education Google Scholar Breiseth, L. (2020). School responses to COVID-19: ELL/immigrant considerations. Colorín Colorado. Retrieved from https://www.colorincolorado.org/coronavirus-ell Google Scholar Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics, 10(2), 221–240. Google Scholar King, D. (2020). Immigrant students face barriers with online education. Columbus Dispatch, May 18. Retrieved from https://www.govtech.com/network/Immigrant-Students-Face-Barriers-With-Online-Education.html Google Scholar Lazarín, M. (2020). COVID-19 spotlights the inequities facing English learner students, as nonprofit organizations seek to mitigate challenges. Migration Policy Institute, June. Retrieved from https://www.migrationpolicy.org/news/covid-19-inequities-english-learner-students Google Scholar Little, A. D. (2020). Going the distance: Bringing learning to low-income ESL students. Soapbox Cincinnati, May 12. Retrieved from https://www.soapboxmedia.com/innovationnews/ESL-distance-learning-during-COVID-19.aspx Google Scholar Napolitano, J. (2020). PBS News Hour, April 29. How educators are trying to reach English learners during the pandemic. Retrieved from https://www.pbs.org/newshour/education/how-teachers-are-trying-to-reach-english-language-learners-during-pandemic Google Scholar Nelson, C. (2020). Ohio school districts offering wi-fi access through school buses. Spectrum News 1, May 6. Retrieved from https://spectrumnews1.com/oh/columbus/news/2020/05/06/ohio-school-districts-offering-wi-fi-access-through-school-buses Google Scholar Rani, R. S. (2020). Imagine online school in a language you don't understand. The New York Times, April 22. Retrieved from https://www.nytimes.com/2020/04/22/us/coronavirus-immigrants-school.html Google Scholar U.S. Department of Education, ED Data Express. (2015). Number and percent of children ages 3 through 5 and students ages 6 through 21 served under IDEA, Part B, by LEP status and state 2014–15. Retrieved from https://www2.ed.gov/programs/osepidea/618-data/static-tables/2014-2015/part-b/child-count-and-educational-environment/1415-bchildcountandedenvironment-4.xlsx Google Scholar U.S. Department of Education, National Center for Education Statistics. (2018). Student access to digital learning resources outside of the classroom (NCES 2017–098). Retrieved from https://nces.ed.gov/pubs2017/2017098/index.asp Google Scholar Wright, W. E. (2019). Foundations for teaching English language learners: Research, theory, policy and practice ( 3rd ed.). Philadelphia, PA: Caslon. Google Scholar Citing Literature Volume11, Issue3September 2020e00546 ReferencesRelatedInformation
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