Pandemic-Era Schooling with Multilingual Learners

Probing the Experiences of Teachers and Families to Inform Future Practice

Bibliographic Data

ID12763522
AuthorsAmy J Heineke (0000-0002-4219-3600, Loyola University Chicago, corresponding author), Elizabeth Vera (0000-0001-7604-2555, Loyola University Chicago), Anna Press (Loyola University Chicago), Joseph Elliott (Elmhurst College), Wenjin Guo (0000-0002-9030-570X, Loyola University Chicago), Juan R Pantoja-Patiño (Loyola University Chicago)
Year2024
Volume24
Issue2
Pages405-421
Publication date2024-07-31
Open AccessNo
TypeARTICLE
VenueJournal of Latinos and Education (JOURNAL)
Journal identifiersISSN: 1532-771X • E-ISSN: 1534-8431
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15348431.2024.2385421
OpenAlexW4401179108
LanguageEN
References cited25

This study investigated the pandemic-era schooling experiences of teachers and families of multilingual learners (MLLs) in the United States, using a strength-based lens to explore innovative, collaborative, and responsive practices. Using a multiple-case study design of three Midwestern districts, we probed how teachers and parents carved out and filled up spaces to facilitate sound practice for MLLs. Findings indicate that stakeholders collaboratively established structures to (a) enhance communication, (b) prioritize holistic well-being, (c) recognize cultural and linguistic strengths, and (d) provide innovative pedagogy. Implications center on building from strengths to transform policy and practice with MLLs in post-pandemic schools

Coronavirus disease 2019 (COVID-19 · Pandemic · Pedagogy · Sociology · Global Education and Multiculturalism · Multilingual Education and Policy · Second Language Learning and Teaching

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