Meeting Culturally and Linguistically Diverse Students' Needs: Transitioning From Face-to-Face to Virtual Instruction

• In Event: AERA Roundtable Session 7
  In Roundtable Session: Resilience and Culturally and Linguistically Diverse Teaching and Learning Practices in a Global Pandemic

Abstract

Educators can use digital tools to meet culturally and linguistically diverse students (CLDSs) learning needs. However, transitioning to remote instruction exacerbated inequities, and more research is needed to examine how teachers can meet CLDSs’ needs during virtual instruction. Informed by activity theory, this study examines data from two high school ESOL classes. Findings indicate that teachers emphasized continuity across face-to-face and virtual environments, using similar digital tools/routines and providing students multiple opportunities to participate equitably both synchronously and asynchronously . This study offers implications for teaching CLDSs across physical and virtual contexts.

Authors

• Carmen Durham, University of Northern Iowa

• Breanna Stainbrook, University of Northern Iowa