English Learners and Immigrant-Origin Families: A Study of Pandemic Learning Experiences (Poster 17)

• In Event: AERA Poster Session Five
  In Poster Session: Division E Counseling Poster Session

Abstract

This study investigated the experiences of English learner (EL) and immigrant-origin youth and families during and following pandemic-related distance learning. Sixteen families sampled from three Midwestern schools in small-town, suburban, and urban contexts participated in focus group interviews for this study. Findings indicated that families experienced both challenges and opportunities to maintaining academic and socio-emotional development during the pandemic. Among the opportunities were better utilization of home- and community-based learning contexts, increased appreciation and respect for teachers, and enhanced confidence in using technology. Challenges included coping with stressors related to pandemic-related illnesses, financial constraints, steep learning curves related to new technology, and frustration with the adaptations schools made to different phases of the pandemic (e.g., virtual, hybrid, versus in person).

Authors

• Elizabeth Vera, Loyola University Chicago
  Presenting Author

• Amy J. Heineke, Loyola University Chicago
  Presenting Author

• Joseph Elliott, Elmhurst University
  Presenting Author

• Wenjin Guo, Xi'an University of Architecture and Technology
  Presenting Author

• Anna Press, Loyola University Chicago
  Presenting Author