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Download full textJesica Hercules; Kai Greene; M. C. Kate Esposito – CATESOL Journal, 2023
The COVID-19 pandemic forced educational practitioners, students (PreK-12), and families to adjust to synchronous and asynchronous online instruction. This study followed an online intervention involving a Spanish-English preschool special education teacher, a Spanish-speaking parent, and her bilingual preschool child with complex communication…
Descriptors: Preschool Children, Preschool Teachers, Special Education, Special Education Teachers
Direct linkCasesa, Rhianna Henry; LaDuke, Aja E.; Quiñonez, Vanessa Chavez; Garibay, Heidy – Reading Teacher, 2023
This article details a classroom-based study designed to provide agency and voice to first and second grade emergent bilinguals as they processed the COVID-19 pandemic. Two California teachers created a narrative writing unit not only to teach specific writing skills, but also to challenge pervasive deficit assumptions that young children…
Descriptors: Elementary School Students, Grade 1, Grade 2, Pandemics
Education Trust-West, 2020
Schools must address the impact of the prolonged closures due to COVID-19 on the linguistic and academic development of California's dual language learners (DLLs) and English learners (ELs). Fully 44 percent of school-aged California children speak a non-English language at home; for children ages 0-5, the proportion is around 60 percent. While it…
Descriptors: Equal Education, English Language Learners, Bilingual Students, Student Needs
