Teacher Trainees' Perspectives on Remote Instruction for Multilingual Learners of English

Bibliographic Data

ID5901503
AuthorsKandace M Hoppin (0000-0002-8731-9457), Gregory Knollman, Patricia Rice Doran, Huili Hong (0000-0002-1501-6748)
Year2023
Volume8
Issue1
Pages85
Publication date2023-03-16
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueLanguages (JOURNAL)
Journal identifiersISSN: 2226-471X • E-ISSN: 2226-471X
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/languages8010085
OpenAlexW4327596974
LanguageEN
Citations received1
References cited18

The COVID-19 pandemic prompted a shift to virtual learning across many countries and school systems. It is worthwhile to examine the specific ways in which this shift is significant to teacher trainees preparing to work with multilingual learners (MLs). Considering the perspectives of teacher trainees preparing to teach MLs offers an opportunity to identify the questions and concerns that they are likely to have upon graduation. Examining these perspectives can also help to identify ways that teacher trainees can use virtual and remote teaching approaches more constructively. This paper presents findings from a qualitative study of an educator preparation program focused on preparing trainees in content areas along with English to Speakers of Other Languages (ESOL), with a focus on the perspectives of teacher trainees who worked with MLs through virtual and remote modalities during the COVID-19 pandemic. The paper draws on data from an analysis of nine teacher trainees' response journals and course assignments, and includes themes identified from the teacher trainees' perceptions of virtual learning for MLs. The findings from the analysis revealed that teacher trainees emphasized the importance of establishing meaningful professional relationships in the virtual setting with their MLs, especially as a way to facilitate effective instruction and online classroom management. Participants also spoke about the importance of developing culturally responsive and sensitive instruction, and stressed the importance of engaging students and families in appropriate, linguistically accessible ways. Implications for future virtual instruction as well as teacher preparation are also discussed

Graduation (instrument · Mathematics education · Medical education · Modalities · Pedagogy · Sociology · Education and Technology Integration · EFL/ESL Teaching and Learning · Medicine · Psychology · Second Language Learning and Teaching

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