Parents’ Perspectives about Special Education Needs during COVID-19: Differences between Spanish and English-Speaking Parents

Incidencia de la metodología CLIL en la adquisición del idioma y en los contenidos de Educación Física

“…En la sociedad actual en la que vivimos es innegable la relevancia que tiene el aprendizaje de idiomas. En el contexto español, adquirir un nivel medio de inglés, en cada una de sus destrezas, debería de ser un objetivo fundamental de la educación obligatoria (Alba et al, 2022). Con esta finalidad, en los últimos quince años, la administración educativa ha incrementado sustancialmente las secciones bilingües en los centros educativos.…”

Civic Engagement and Latina Immigrant Mothers' Remote Learning Involvement During COVID‐191

“…These challenges include language and cultural differences, discrimination, unfamiliarity with the U.S. schooling system, and unhelpful school agents (Alexander et al 2017;Araque et al 2017;Auerbach 2007;LeFevre and Shaw 2011;Marschall 2006;Neal 2017;Poza et al 2014;Quiocho and Daoud 2006;Terriquez 2012). The Coronavirus Disease 2019 (COVID-19) pandemic exacerbated these challenges as Latino/a immigrant parents struggled to navigate new technology and access stable Internet, faced language barriers, came across unresponsive teachers, and witnessed their children fall behind academically (Alba et al 2022;Hong et al 2021;Kim and Padilla 2020;Sanz 2021). This existing research suggests that these challenges hindered Latino/a immigrant parents' ability to fully participate in their children's transition to online learning (Alba et al 2022;Hong et al 2021;Kim and Padilla 2020;Sanz 2021).…”

“…The Coronavirus Disease 2019 (COVID-19) pandemic exacerbated these challenges as Latino/a immigrant parents struggled to navigate new technology and access stable Internet, faced language barriers, came across unresponsive teachers, and witnessed their children fall behind academically (Alba et al 2022;Hong et al 2021;Kim and Padilla 2020;Sanz 2021). This existing research suggests that these challenges hindered Latino/a immigrant parents' ability to fully participate in their children's transition to online learning (Alba et al 2022;Hong et al 2021;Kim and Padilla 2020;Sanz 2021). However, few studies have explored how immigrant parents circumvented the new barriers that emerged during the transition to remote learning at the onset of the pandemic.…”

“…The Coronavirus Disease 2019 (COVID‐19) pandemic exacerbated these challenges as Latino/a immigrant parents struggled to navigate new technology and access stable Internet, faced language barriers, came across unresponsive teachers, and witnessed their children fall behind academically (Alba et al. 2022; Hong et al. 2021; Kim and Padilla 2020; Sanz 2021).…”

“…This existing research suggests that these challenges hindered Latino/a immigrant parents' ability to fully participate in their children's transition to online learning (Alba et al. 2022; Hong et al. 2021; Kim and Padilla 2020; Sanz 2021).…”