The Impact of Remote Learning on the English Acquisition of Delaware K–12 Multilingual Learners (Poster 47)

• In Event: Sunday Poster Session 3:05 pm
  In Poster Session: Technology Innovations for Learning

Abstract

This study investigates the effects of remote and hybrid learning models on English language
acquisition among Delaware Multilingual Learner (MLL) students during the COVID-19
pandemic. The abrupt interruption to schooling provided a unique opportunity to analyze the
impact of technology-heavy learning on a population known to face barriers. Social distancing
and remote learning hindered low-stakes conversations, further impeding language development.
The research utilized longitudinal administrative data spanning six school years, employed
multilevel spline growth models to assess language growth rates before, during, and after virtual
learning periods. Analyzing language domains (speaking, reading, listening, writing) allowed
conclusions about students' receptive and productive English skills. These data also highlight
differences among sub-populations (grade level, school district) to identify learning environment
impacts.

Authors

• Brynne Baruch, Cape Henlopen School District

• Rachel E. Durham, Notre Dame of Maryland University