Teachers’ Experiences and Identity Development in an Online After-School Program for English Language Learners

• In Event: Sunday Roundtable Session 3:05 pm
  In Roundtable Session: Investigating Dilemmas of Teacher Practice (Table 40)

Abstract

The COVID-19 pandemic exacerbated many challenges that ELLs face, including limited technology access and communication barriers between teachers and families (Sugarman & Lazarin, 2020). The pandemic also threatened teachers’ self-efficacy as they struggled to learn new technologies while maintaining student engagement (Cardullo et al., 2021). This study examined a new online after-school program that supports ELLs’ academic language development while providing teaching experience to students interested in supporting ELLs. The findings describe teachers’ perceptions and their development as they adopted new techniques and strategies, how teachers navigated challenges, their professional identity development as language teachers, and pedagogical implications.

Authors

• Deoksoon Kim, Boston College

• Katrina Borowiec, Boston College

• Kei Yatsu, Boston College

• Stanton E. F. Wortham, Boston College