Reflections on Supporting ELLs’ Learning in the Covid-19 Era

by Lisa Yu

As schools in New York state reopen in the fall whether using remote instruction or some hybrid model, ELL students will need to receive support again for their English language and content knowledge development.

However, it is clear that teachers will need teach their ELL students in ways different than prior to the pandemic. The COVID-19 evoked school closures have spotlighted some new and existing challenges in the ELL education arena. This blog reflects on what educators have learned during this difficult time to continue to support their ELL students and families.

This blog extends the discussion from our interview with the interim director of Regional Bilingual Education Resource Network (RBERN), Carmen Diaz, who reflected on what educators have learned during this difficult time to continue support their ELL students and families.

Reflection #1: Ensuring the Quality and Quantity of Support is Paramount

During the school shutdown, many educators and policy makers have realized that the quality and quantity of support provided to ELLs varies greatly due to an uneven distribution of those students among districts. Districts are not required to provide legally binding education plans for ELL children as they do for students with disabilities.

In both federal and New York state (see left) Covid-19 related guidelines regarding ELLs, there is no standard amount of time that must be devoted to ELL services. As a result of the shrinking instructional time for focused English language development, students could potentially lose ground in developing both English language skills and content knowledge.

One way to improve the services for ELLs is to connect, through co-planning and co-teaching arrangements, all teachers no matter which subject they teach. As the statement in the Blueprint for English Language Learner Success explains, “… all teachers are teachers of ELLs”. Therefore, ENL and content-area teachers need to collaborate and this is perhaps more important than ever before although not without significant challenges. School leaders, teachers, and staff may also need to connect with ELL families and ELL community agencies more than ever before to ensure that everyone understands what is being done and why and how to best use shrinking and strained resources to meet ELLs’ needs.

Reflection #2: Enhancing Digital Learning Abilities Cannot Be Taken for Granted

Another issue that has constrained the learning of many ELL students in recent months is inaccessibility to technologies and the internet. It is reported that many ELL students, especially those from low-income immigrant families have to share devices like computers or Chrome books with their siblings to complete their online assignments. Even if in some districts, students are assigned one-to-one devices, they may still have unequal learning opportunities if compared with their middle-class English-speaking counterparts. For example, some ELLs’ parents who are not digital literate may not able to provide necessary help to their children with online learning.

Online learning will not be the only mode of teaching and learning anymore when schools reopen. However, ELL students still need to acquire this skill which is essential for their future college and career success. Schools are encouraged to partner with local internet companies such as Spectrum to distribute hotspots for their ELL students. They can also seek collaboration with local digital media organizations (e.g. PBS Channel) for more technology resources and support.

Reflection #3: Engaging and Educating Parents is Imperative for ELL Success

The Covid-19 evoked necessity for remote learning has also made many teachers realize it is important to keep connected with ELL students’ parents to ensure they are successful. It is worth noting that many immigrant parents are not familiar with U.S. school policies and practices, and that could be another challenge for them to engage in their children’s school activities, in additional to the language barrier. In essence, school leaders and staff need to know that not all parents may see themselves as partners in their children’s learning experience as that arrangement may not be typical or encouraged in their culture of origin.

To promote ELL parental engagement, districts in New York state are required to provide important materials in a language the families understand. In our conversation with Ms. Diaz, she gave an example of the use of messaging apps that provide translation versions of teacher messages such as Talking Points and Remind to keep students and parents informed in their home language.

Moreover, it is important to deliver accurate and appropriate information about school policies, practices, and expectations to ELL families. Schools need to design orientation workshops, parenting activities, and education courses for ELL parents on topics such as parenting skills, home conditions for learning, and goals of child development.

The Covid-19 induced school closures have spotlighted many issues affecting the quality of ELLs’ educational experiences. For more research and information on this topic see NYKids’ News and Resources pages and reach out to nykids@albany.edu if you or your organization would benefit from our continuous improvement direct support.