The (Im)Possibilities of Equitable Education of Multilingual Emergent Bilinguals in Remote Teaching: A Survey of English Language Teachers in the Great Lakes Region

Abstract

The purpose of this study is to identify how teachers of Emergent Bilin guals labeled “English Language Learners” (EL teachers) responded to the sudden shift to emergency remote teaching and learning (ERTL) due to COVID-19 in March 2020. Emergent Bilingual teachers from Indiana, Minnesota, and Wisconsin were surveyed during ERTL and this paper details how these specialized teachers responded to ensure continued instruction for Emergent Bilingual students. We highlight what tasks EL teachers were asked to do by their schools, colleagues, and administra tion, as well as what was needed from students and families. Specifically, we organize their responses in terms of instructional and service-oriented activities. Data offer insights into existing disparities and demands placed on EL teachers (instructional and non-instructional services) which were exacerbated and made more visible by the ERTL condition. Findings suggest that districts are overwhelmingly out of compliance with requirements to provide equitable access to education as mandated by Title VI and the Equal Educational Opportunities Act.