Whose Digital Equity and Whose Digital Justice? Emergency Remote Teaching for Emergent Bilingual Learners in the Pandemic (Poster 24)

• In Event: AERA Poster Session Ten
  In Poster Session: Online Teaching and Learning SIG Poster Session

Abstract

Framed from a digital justice perspective, this investigation examined how 12 PK-12 content teachers responded to the demands of emergency remote learning (ERT) during the pandemic to provide an equitable educational experience for emergent bilingual learners (EBLs). While highlighting the efforts of teachers and school districts to meet the needs of EBLs during the pandemic, this investigation also calls attention to long-standing digital inequities. Data were collected through a series of focus group interviews and analyzed following a grounded theory approach to gain insight into teachers’ response to ERT. Three themes emerged from the data: 1) providing digital resources equitably; 2) developing EBLs’ digital literacies; and 3) accountability for high educational demands.

Authors

• Gregory S. Child, Michigan State University
  Presenting Author

• Kim Hyunsook Song, University of Missouri - St. Louis
  Presenting Author