Realities of English Learners During COVID-19: A Qualitative Study Using Multiple-Case Studies

• In Event: Lessons From the Past, Present, and Future: The Evolving K–12 Responses to the COVID Crisis

Abstract

This qualitative study explores the realities of English learner (EL) families during the COVID-19 crisis in the Southwest, including their understanding of the COVID-19 virus, their familial support systems, experiences of student learning and access to basic resources. ELs have little to no access to resources to meet their basic or educational needs during the crisis. Neither schools nor educators received direction on how to connect ELs with resources for food, financial support, or health care during the COVID-19 crisis. There were few resources available in the area where the research study is being conducted to support EL families.

The following theoretical frameworks are used: 1) Critical Race Theory “CRT”; 2) LatCrit Theory; 3) Yosso’s (2005) Community Cultural Wealth Model; and 4) Kleinman and Benson’s (2006) Explanatory model. The qualitative method of a multiple-case study is the primary mode of inquiry. Case studies in qualitative research allow the researcher to conduct an in-depth exploration of an event, program activity, process, of one or more individuals (Merriam & Tisdell, 2016). Data is obtained through semi-structured interviews at the researcher’s school or in Zoom meetings. As a primary method of collecting data, conducting a phenomenological interview is a means to get to the significance or meaning of an experience (Merriam & Tisdell, 2016).

Immigrants were harmed during COVID-19 with neoliberalism which was associated with a lack of financial support, a lack of health care coverage, being under attack from the Trump administration, and the rising costs of basic products and necessities (Giroux, 2020; Page, Venkataramani, Beyrer, & Polk, 2020). The passage of hostile and anti-immigrant policies has created the elimination of both bilingual education and ethnic studies programs (Ayón, Ojeda & Ruano, 2018). The oppression of marginalized groups and the social inequality in schools increased when Trump became president and the Republican party sought to eliminate the supports of social systems (Giroux, 2017). President Trump targets hatred for immigrants and other people of color which results in a surge of white supremacy and increased acts of violence against different groups (Giroux, 2017). Trump separated immigrant children from their parents, lost track of at least 1,500 of the detained children, and exploited children with his plan towards a racist policy in building a wall on the U.S. and Mexico border (Giroux, 2018). This research brings social justice to English learners in the United States.

As the COVID-19 crisis is fairly new, there has been limited research into how it has impacted EL families. This research works to fill that gap in the scientific literature. As COVID-19 has changed the landscape of the American Education system, this study utilizes qualitative techniques with a social justice lens in order to understand the full impact of the virus on the most vulnerable populations. Ultimately, the research will allow for a creation of strategies in order to ensure that instruction for EL families is equitable and that their resources and needs are being met.

Author

• Christina Marie Trujillo, Rio Rancho Public Schools