The disparate impact of COVID‐19 remote learning on English learners in the United States

Sayer, Peter; Braun, Derek C.

doi:10.1002/tesj.546

Cited by 41 publications

(48 citation statements)

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“…As a result, the quality of the teaching learning process was much lower in online classes than that in on-campus classes. Sayer and Braun (2020) pointed out that inequality in accessing the internet and other technologies and inadequate support for learning English posed particular challenges for students from socioeconomically marginalized communities during COVID-19. Such inequality is evident in the educational context of Bangladesh, where a considerable proportion of students and teachers reportedly do not have access to technology resources in the truest sense of the term (The Daily Star, 17 July 2020).…”

Section: Introductionmentioning

confidence: 99%

Transitioning to Online Education in English Departments in Bangladesh: Learner Perspectives

Bourazza

Uddin

Basu

et al. 2021

Indonesian J. Appl. Linguist.

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During the brief coronavirus-induced hiatus in March and April 2020, educational institutions in Bangladesh including public universities began preparations for online classes. By the end of June, almost all private universities and a few public universities had started online classes with limited or no preparation which was met with appreciation as well as censure from different stakeholders. Against this backdrop, this study was conducted with a view to examining the online teaching learning scenario at Bangladeshi public universities from the perspective of one important stakeholder, the students, with a specific focus on the challenges they faced in this new mode of instruction. Suggestions were also sought from them regarding how the barriers to online instruction could be overcome. Data were collected from 26 students of English Departments of 11 public universities through semi-structured interviews. The major challenges reported in the data include issues of access and equity, inadequate logistic support and poor infrastructure. Concerns related to curriculum, pedagogy, assessment and psychological issues were also highlighted. In addition, lack of prior experience and training were identified as serious obstacles. Major suggestions from the participants include ensuring access and equity, providing training opportunities and digital devices to students and engaging in curriculum and assessment reforms.

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Section: Introductionmentioning

confidence: 99%

Transitioning to Online Education in English Departments in Bangladesh: Learner Perspectives

Bourazza

Uddin

Basu

et al. 2021

Indonesian J. Appl. Linguist.

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“…Because of the isolation and separation of distance learning, much of the most effective transformations of methods and strategies during the pandemic related to communication and community building (Bertacco, 2020;Godsey, 2020;Kaden, 2020;Lynch, 2020;Rhim & Han, 2020;Sayer & Braun, 2020;Whittle et al, 2020). This is especially the case for students with the greatest need, such as those students who have disabilities, are living in poverty, or are from marginalized groups (Bertacco, 2020;Godsey, 2020;Kaden, 2020;Lynch, 2020).…”

Section: Connection and Community Buildingmentioning

confidence: 99%

“…The work to close the digital gap revealed deeper sociological issues (Kaden, 2020;Sayer & Braun;Tang & Bao, 2020). A byproduct of attending to the technological gap was bringing attention to student needs that went beyond providing laptops and internet access.…”

Section: Connection and Community Buildingmentioning

confidence: 99%

“…To overcome the first level digital divide during the emergency remote teaching setting created by COVID-19, schools and school districts have distributed technology for students that did not have access at home and often needed to provide or support internet access at home as well. Unfortunately, schools in low SES areas also tend to have reduced technology infrastructure to support the needs of their students and community during times of crisis and school closures (Sayer & Braun, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Equity in Distance Education During COVID-19

Williams

McIntosh

Russell

2021

RESSAT

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The COVID-19 pandemic forced districts, schools, and teachers to mobilize in order to deal with the digital inequities that have existed for decades. At the beginning stages of technological advances in education, the so-called digital divide related more to access to technology and equipment. Utilizing the phenomenological approach to qualitative research, this study examines the experiences of educators who served students with differing experiences and needs during the COVID-19 pandemic. Total of 14 (N) educators (including adminstrators, teachers, and counselors) participated likert style questionaires. 11 of 14 participated in focus group interviews. Findings are shared and conclusions are drawn.

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“…It can be assumed that potential impacts of the transition from teaching in physical environments to ERT are particularly massive in foreign or second language teaching because language is not only the medium through which academic content is taught and learned but it is also the academic subject itself (Long, 1983). Classroom language is eminently important for the creation of learning opportunities (Walsh, 2006), and anecdotal evidence suggests that classroom discourse in virtual classrooms differs strikingly from that in physical classrooms: Given the significance of interaction in language learning and teaching, ERT reduces the opportunities to make input more comprehensible because verbal and non-verbal cues or objects (realia) are not or to less extent implementable in instructional practices compared to physical classrooms (Sayer & Braun, 2020). Apart from these aspects, there are a variety of factors to be considered for an evaluation of ERT including teachers', learners', parents' and school managers' familiarity with technical tools, equipment and internet access available or attitudes towards online teaching.…”

Section: Emergency Remote Teachingmentioning

confidence: 99%

Emergency remote education in foreign and second language teaching

Akbana¹,

Rathert²,

Ağçam³

2021

Turkish Journal of Education

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This study aims at tracing the effects of emergency remote education due to Covid-19 on foreign/second language teaching documented in research papers and reports. Employing document analysis, it identifies the research contexts and key findings reported in the studies published between 1 January and 28 October 2020. The findings indicate that a significant number of publications consist of reports presented by practitioners, i.e. schools, governmental authorities and educational foundations, and that the tertiary level is the most frequently covered context in the papers. The analysed publications report slightly more Emergency Remote Teaching (ERT)-driven affordances for teachers than constraints and suggest that both teachers and students are able to turn challenges of ERT into affordances when they receive sufficient support from governmental authorities, schools or peers and benefit from already acquired digital skills and technical infrastructure available. The findings also indicate a gap of research based on classroom data, which would more effectively contribute to an understanding of the challenges and affordances of ERT in language teaching.

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The disparate impact of COVID‐19 remote learning on English learners in the United States

Cited by 41 publications

References 0 publications

Transitioning to Online Education in English Departments in Bangladesh: Learner Perspectives

Transitioning to Online Education in English Departments in Bangladesh: Learner Perspectives

Equity in Distance Education During COVID-19

Emergency remote education in foreign and second language teaching

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