Lessons learned from educators of English as a second language in the U.S. during covid-19: providing inclusive space for all educators

ABSTRACT

Providing equitable education for emergent bilinguals (EBs) is an educational goal in the U.S. However, literature has reported that English as a Second Language (ESL) teachers feel marginalized, a reflection of the marginalized status of EBs in the K-12 public school settings. Using a multi-method approach, this case study explored to what extent ESL teachers’ marginalization challenges were exacerbated during COVID-19. We surveyed 37 primary school ESL teachers from diverse districts in central New Jersey and conducted two in-depth one-on-one interviews with four participants. Our data revealed that pre-existing challenges (e.g. isolation) worsened during the pandemic mainly due to unsupportive school leadership phenomena and the leaders’ ignorance of ESL instruction. Social and emotional support is what the participants yearned for from the school leaders. To create an inclusive school environment for EBs and ESL teachers, we urge school leaders to put ESL teachers’ instructional needs and well-being at the top of administrative agendas and make meaningful connections with these teachers. We also recommend school leaders to cultivate a distributed leadership culture in which ESL teachers’ expertise is valued in providing equitable education for EBs.

KEYWORDS:

• COVID-19
• distributed leadership
• emergent bilinguals
• English as a second language teachers’ challenges
• equitable education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Chiu-Yin (Cathy) Wong

Dr. Chiu-Yin (Cathy) Wong is an Associate Professor of Curriculum and Instruction at Monmouth University where she teaches courses in ESL methods, Bilingual Education, and Applied Linguistics. She is also the director for the Master of Education/ESL program. Her research focuses on effective pedagogies and second language teachers’ perspectives as they support students’ learning in various aspects.

Jason C. Fitzgerald

Jason Fitzgerald, Ph.D. is an Assistant Professor of Curriculum and Instruction at Monmouth University in West Long Branch, NJ. He teaches courses in both teacher preparation and educational leadership programs, focusing his research on providing sustainable educational experiences for youth civic development.