Teachers’ Perceptions of the Learning Needs of English Language Learners During the Pandemic

Teachers’ Perceptions of the Learning Needs of English Language Learners during the Pandemic
by
__________________
A Dissertation Proposal Submitted in Partial Fulfillment
of the Requirements for the Degree
Doctor of Education (Ed.D.)
UNIVERSITY__________________
March 2023
RESEARCH ADVISOR:  Professor
University ___________
Contents
Contents Chapter 1: Introduction  4 Introduction  4 Purpose of the study  11 Assumptions, Limitations, and Delimitations  13 Definition of Terms  14 Chapter 2: Literature Review   16 The ELL Concept 16 Theoretical Framework  17 ELL Uniqueness  18 Intercultural Competence  19 Digital Resources  20 Socioeconomic Impacts of COVID-19  21 Inherent ELL Challenges  22 Inadequate Instructor Training and Support 24 Academic Workload  27 Socioeconomic Impact of COVID-19  28 COVID-19 Effects on ELL Students and Schools  30 Pre-Pandemic Disparities in English Learners  31 Chapter 3: Research Methodology  34 Methodological Overview   34 Restatement of Purpose  34 The research philosophy serves as the foundational stage of executing a study since it directs each step in the methodology chapter. The philosophy defines a set of principles behind the study's construction (Moore, 2016). Using a research philosophy, the researcher considers what must be done in a research process and how it should be done using the necessary standards and principles. This study is ontological since it defines knowledge in terms of what should be investigated and how to be investigated. In this study, pragmatism is chosen as the primary philosophical foundation. The basis for pragmatic thinking is the understanding that knowledge and its application occur in several social and cultural circumstances (Allen, 2017). A pragmatic approach to evaluating phenomena yields the highest quality and quality of information when the proper tools are in place (Elkatawneh, 2016). As a result, the socio-cultural and economic aspects present in specific locations should primarily determine how policies are developed and implemented. Implementing web-based learning for ELLs has ramifications for pragmatism since the following challenges show how different people would differ regarding their capacity to adjust to changes. 36 Research Design  36 Target Population  38 Sampling Method  39 Limitations of Snowball Sampling  40 Sample Frame  41 Data Collection Tools  42 Questionnaire  43 Data Analysis  44 Data Procedures and Management 45 Ethical Considerations  46 References  48
Chapter 1: Introduction
Introduction
The disparities that English-language learners (ELLs) from immigrant households encounter in American schools and their communities have been brought into stark light by the COVID-19 pandemic. Most of the ELLs in the US attend under-resourced, low-income schools, which frequently struggle—despite long-standing legislative requirements—to give these students high-quality education and essential academic support systems. States and districts reacted to the switch to remote learning in March 2020 due to the rise in COVID-19 cases (Zoila & Ramos, 2021). Despite efforts to ensure that the educational system remained sound even with the constraints in human interactions, the change occurred in vastly divergent ways (Wadhwa et al., 2022).
Stakeholders in education have relied on technology mainly to pursue their targets. With the success of technological inputs stemming from the ability of the institutions to afford the resources, under-resourced institutions usually face challenges. Additionally, learning has been considered a varying factor through different population segments. When there is a language barrier, teachers are forced to use other techniques, such as extensive personalized interactions, to educate their learners (Wadhwa et al., 2022). The introduction of online learning automatically cuts the human interaction bond between learners and their educators. This raises questions regarding the teachers’ perceptions of the new learning protocols triggered by COVID-19.
In this research, emphasis will be placed on exploring teachers' perceptions in pursuing their objectives with ELL students amidst the COVID-19 pandemic. Making the necessary adjustments to facilitate learning and understanding among such students in terms of classroom interactions or the desired attention for each learner to achieve the targeted goals requires taking into account the teachers' perceptions of their abilities to deliver the best learning outcomes to ESOL students (Zoila & Ramos, 2021).
Figure 1 below shows the population increase in the US through immigration between 2000 and 2014. The data clearly show that as more immigrants seek residence in the US, the need for ESOL education increases, which supports the importance and timeliness of the proposed research.
Figure 1
0332105 Total Pop. of Immigrants and Their U.S.-Born Children (<18), 2000-14 (millions)59.155.156.156.857.5U.S.-Born Children <1851.852.752.553.216.7Foreign-Born46.049.515.716.116.246.648.014.214.614.614.715.242.643.813.812.913.113.711.512.342.440.040.440.741.337.538.138.038.531.131.533.033.534.335.720002001200220032004200520062007Year2008200920102011201220132014Source. Figures for immigrants are from the 2000 decennial Census and the ACS for 2001 to 2014.Figures for U.S.-born children under age 18 are from the public-use file of the CPS ASEC for 2000 to 2014 and include those with immigrant fathers or mothers.0 Total Pop. of Immigrants and Their U.S.-Born Children (<18), 2000-14 (millions)59.155.156.156.857.5U.S.-Born Children <1851.852.752.553.216.7Foreign-Born46.049.515.716.116.246.648.014.214.614.614.715.242.643.813.812.913.113.711.512.342.440.040.440.741.337.538.138.038.531.131.533.033.534.335.720002001200220032004200520062007Year2008200920102011201220132014Source. Figures for immigrants are from the 2000 decennial Census and the ACS for 2001 to 2014.Figures for U.S.-born children under age 18 are from the public-use file of the CPS ASEC for 2000 to 2014 and include those with immigrant fathers or mothers.Foreign-Born and US-Born Immigrant Children between 2000 and 2014 (ACS, 2001-2014)
Problem Statement
There are currently 42.4 million immigrants living in the United States, both legally and illegally, according to data from the Census Bureau and the Center for Immigration Studies. This indicates that foreigners make up roughly 13.3% of the country's population. Additionally, the data shows that between 2000 and 2014, 8.3 million new residents—or 87 percent of the overall population growth in the United States—were born to immigrants (Ling & Shibao, 2022). See Figure 1 above.
The United States immigrant population increase has resulted in an upsurge in diversity among the student population. New immigrants access the country at an increasing rate leading to more people from cultural backgrounds requiring education within the US. This trend has made educating immigrant children difficult, especially for those who need English for Speakers of Other Languages (ESOL) programs. Additionally, ESOL students frequently fail academically because of various issues, including their teachers' opinions of them and their cultural and ethnic diversity (Curran et al., 2022).
Despite the dismal statistics regarding ESOL students’ academic performance, the thrust to improve the teaching/learning context for these students and to meet the same standards as their peers in inclusive classrooms has pushed mainstream teachers into new frontiers for educating their diverse students (OELA, 2011). Mainstream teachers are gradually becoming conscious that their attitudes toward ESOL students’ efforts to learn English significantly impact their success. Furthermore, teachers’ attitudes, directly and indirectly, influence instructional practices, facilitating students’ outcomes and success (Curran et al., 2022). Therefore, the extent to which mainstream teachers understand and respond to their students’ learning needs depends on their perceptions of these students. Teacher training aimed at addressing the problem is paramount. Some research and themes about the problem give guidance and suggest methods of addressing ELLs in inclusive classrooms but fail to examine teacher training critically. The advent of the COVID-19 pandemic further compounded the issue.
The COVID-19 pandemic has disrupted learning all over the world. About 150 countries struggled to shut down and reopen schools to control the coronavirus spread, a decision that left up to 1.6 billion students out of the classroom. Faced with schools’ closure, the traditional education system has changed radically with the distinctive rise in distance learning, also known as online learning or electronic learning (E-learning). E-learning conducted through various digital platforms has replaced traditional in-school learning as an educational response to the debilitating effects of the pandemic on learning (Louie et al., 2021). Students are being educated through these e-learning sites in the largest online movement in the history of education, an approach relatively new to English Language Learners. This new learning method has been widely hailed as a positive development, especially among educators who have asserted that the previous traditional learning model had lost its relevance (Harkins-Monaco et al., 2021). The traditional learning model tends to focus on academic skills and rote learning as opposed to such capacities as adaptability and critical thinking skills, which are critical to future success.
The switch to the remote learning pandemic has been viewed as a catalyst for a new, more effective model of education, especially regarding ELL. Various studies have shown that online learning helps students in inclusive classrooms retain 8-10% of the content, which is considerably low compared to in-person classroom settings where learners retain 25-60% (OECD, 2020). This enhanced educative potential is tied to the fact that less time is required to learn. Unlike the classroom setting, where students learn in a traditional manner, distant learning allows ELL students to go at their own pace by skipping, going back, revising, or accelerating through materials and tasks depending on their individual abilities and learning styles. Besides, online learning is a departure from traditional rote learning because it is more engaging and has been shown to increase motivation among learners.
However, some ELL educators are concerned that the lack of training and inadequate bandwidth may result in a poor user experience that is harmful to sustained learning due to the quick adoption of computer technology in the classroom (OECD, 2020). There is a sizable proportion of pupils without dependable internet connectivity and digital tools to support learning, according to Harkins-Monaco et al. (2021). The significant divide between students from rich origins and those from underprivileged backgrounds is the root of this technological competition.
Remote learning during the COVID-19 pandemic ushered in a new era of educational technology. It has also brought into sharp focus the inequalities that ESOL students (the majority of whom come from immigrant families) experience in American schools and their communities. Despite decades-old legal mandates, many ELL students attend low-income, under-resourced public schools that struggle to offer these students a high-quality education and vital academic support. District schools have responded unevenly to the shift to distance learning. Worse, the ongoing pandemic heightened social inequities as low-income families suffered the disproportionate effects of the economic slump (Office for Civil Rights, 2021). School systems with large populations of immigrant students reported that less than half of ESOL students were logging in to virtual instruction classroom sessions. Some reasons for the poor uptake among ESOL students included guardians’ limited ability to facilitate home learning, limited access to digital equipment and broadband, insufficient distance learning resources and educator training, and over and above school-family linguistic and cultural barriers (Whitley et al., 2021).
In contrast to traditional classroom settings where ESOL students learn English through socialization and in-person interactions, online learning, despite its many benefits, provides few consistent opportunities for academic language growth for these students. After several months without sufficient development opportunities, studies indicate that the losses manifest for years, mainly because academic English is critical to educational success (Zalat et al., 2021). With many schools partially or completely closing with every case of rapidly transmissible virus strain, education theorists projected that English Language Learners with limited capacity to remote learning and language proficiency would continue to fall behind their native-speaker peers in academic settings (Harkins-Monaco et al., 2021). The ongoing public-health crisis is likely to widen existing disparities in English learning opportunities and achievement gaps among English Language Learners. Besides, the pandemic has compromised the access of ESOL students from low-income families to food and income security, all of which indirectly and adversely impact academic performance (Granados, 2020). Immigrant families are especially vulnerable to the coronavirus because most households are situated in blue-collar industries, which have not only been hit hardest by the economic slump but are also involved in personal and social exposures to COVID-19. These families do not have fair access to high-quality healthcare because of their restricted financial resources. Because of the increased efforts to restrict undocumented aliens' access to public services, some immigrants are also reluctant to seek medical treatment for fear of deportation (/racial-equity-and-health-policy/fact-sheet/health-coverage-of-immigrants).
Spanish is the most common language spoken among non-English speakers in the western and southern parts of the United States. More than four million students are learning English as a second language (ELLs) from kindergarten to high school. Students learning a second language do not always have access to classes taught by teachers who are prepared to satisfy their demands. Studies have also argued that multicultural education pedagogy and language development understanding are more important than topic knowledge in bilingual approaches when it comes to educating educators (CITATIONS). There was a 47% rise in ELL enrolment between 2015 and 2020 in the Systems for English Language Development. The number of English language learners (ELLs) among K-12 students across the country grew by 57% in just a decade, as reported by the NCELA (Ekizer, 2021).
Teachers must acquire the abilities needed to instruct in classrooms with a diversity of cultures and languages to meet the growing number of ELL pupils. The National Centre for Education Statistics reports that 25% of all U.S. public school pupils are Hispanic. Students classified as ELLs have difficulty learning and doing well on standardized examinations. According to the National Assessment of Educational Progress results, Hispanic kids perform badly on average, ranking below the 25th percentile in both fourth and eighth grades. Many Hispanic kids are disadvantaged due to this poor performance on standardized tests, especially as they prepare to enter higher education. Hispanics have a 14% nationwide high school dropout rate, higher than both Blacks (7%) and Whites (5%) (Ekizer, 2021).
Purpose of the study
The purpose of this study is to identify teachers’ perspectives on the learning needs of ELL students during the pandemic. The utilization of digital learning among ELL students during the COVID-19 pandemic has reportedly been relatively poor and has widened the linguistic and academic development disparities between students in inclusive classrooms, with ELL students affected for the most part.
Hence, this research developed the following questions to guide the investigation:
1 Research Question #1: What are mainstream teachers’ perceptions (beliefs ) about the learning needs of English Language Learners using online platforms in Maryland Middle schools during the pandemic?
2 Research Question #2: What are mainstream teachers’ perceptions about training, competency, and ability to provide linguistically and culturally relevant ESOL instruction using online tools in Maryland Middle schools during the pandemic?
3 Research Question #3: What are teachers' perceptions about the tools and resources given by school districts and other education stakeholders in support of online instruction of ESOL students and families in Maryland Middle schools during the pandemic?
4 Research Question #4: What are the teachers’ lived experiences in handling the online educational needs of ELLs in Maryland Middle schools during the pandemic?
Students learning English as a second language (ELLs) represent the fastest-growing demographic in K12 public schools. There are more than 400 languages spoken among these students, each representing a unique set of experiences and perspectives they bring to the public school system (OECD, 2020). Unfortunately, not all schools are prepared to fully embrace and cultivate this rich cultural diversity. Teachers are only now starting to understand how the challenges caused by the expansion of COVID-19 disproportionately affected ELLs (Siugarman & Lazarin, 2020). Educators' mainstream perception of the impact of COVID-19 on ELL students embraces the dynamic challenges they have faced.
The onset of the pandemic exposed the stipulated learners to a wide range of dynamic challenges. Most of these learners emerge from minority groups with low socioeconomic status. There was an aspect of difficulty in the access to digital learning mechanisms during the pandemic (Siugarman & Lazarin, 2020). Internet access is one of the key requirements for ELL learners during the pandemic. The magnitude of access and utilization of these resources was limited to most learners. With the larger portion of the students being immigrants, there is remote access and availability of the resources required to facilitate digital learning.
Most ELL learners are foreigners, and the major dynamics of the stipulated language require translation and guidance to facilitate success in the activity. Language access for the parents was also a problem because it was only offered in English, according to OECD (2020). Most learners' parents are also generally uninformed about how to follow digital instructions written in English. Additionally, providing enough parental supervision was a serious challenge in many families where both parents worked outside the home. While everyone performed an outstanding job adjusting to remote learning, many resources were not written with English Language Learners in mind. Many classroom instructors lacked the necessary expertise to instruct English language learners effectively.
The study draws its significance on the impacts that it will bear on ELL education in Maryland. Education among ELLs is an important issue within the US. As noted in the background, a state like Maryland keeps welcoming more immigrants into its educational systems. The new entrants demand quality education just as the rest of the population. However, it is worth noting that the educational trajectory is also changing. The emergence of the COVID-19 pandemic meant that educators had to change their strategies for delivering the best outcomes. Largely, educators depend on technology to interact with their learners. With most ELLs seeking education in poorly resourced institutions, the teachers face multiple challenges to achieve the best results. Understanding the perceptions of such teachers opens a platform to make changes and improvements that can steer better outcomes in educating ELLs even amidst pandemics such as COVID-19. Teachers can deliver insights into some of the challenges they face and changes they need to accord the learners what is needed.
Assumptions, Limitations, and Delimitations
Various assumptions, limitations, and delimitations characterize this study. Primarily, the research assumes that the experiences of educators are evenly spread throughout the state. The study also assumes generalizability with the retrieved data poised to be transferred and applied in different educational settings within the US. However, the study is advantaged in that it focuses on a state with variety, making it easy to seek information from multiple respondents and limit biases. The only limitation of this study is that it is primarily qualitative. People’s experiences cannot be conclusive in making decisions, as multiple factors contribute to how people perceive prospects. Some delimitations that the researcher will employ include the philosophical guidelines of the study and the application of primary data to address literature gaps.
Definition of Terms
* Distance learning, also called distance education, e-learning, and online learning, is a form of education in which the main elements include a physical separation between the parties involved and the use of internet resources ()
* ELD means English Language Development
* E-learning, also called online learning or electronic learning, is the acquisition of knowledge through electronic technologies and media. In simple language, e-learning is defined as "learning that is enabled electronically." Typically, e-learning is conducted on the Internet, where students can access their content at their places of comfort (https://e-student.org)
* EFL means English as a Foreign Language. EFL is learning English in a non-English-speaking country.
* EL stands for English learner. An EL is a student who uses another language in addition to or other than English.
* ELL means English Language Learner. An ELL is a student who uses another language in addition to or other than English.
* ELP stands for English Language Proficiency. ELP is the degree to which a student is able to use standard American English as the language of instruction.
* ESL means English as a second language. ESL is learning English in a country where English is dominantly spoken or the official language.
* ESP means English for special purposes. ESP includes students learning English in the context of a particular field, profession, or topic.
* ESOL is an acronym referring to English to Speakers of Other Languages
* LEP stands for Limited English Proficient. LEP is an acronym used at the federal level to describe English language learners participating in ESL programs.
* NAEP is an acronym for The National Assessment of Educational Progress. The NAEP is the largest nationally representative and continuing assessment of what America’s students know and can do in various subject areas. Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, & US history. Students are assessed in grades 4, 8, and 12.
* NCLB is an acronym for the No Child Left Behind Act of 2001. NCLB expands the scope and frequency of student testing, revamps accountability systems, and guarantees that every teacher is qualified in their subject area. It also requires states to make demonstrable annual progress in raising the percentage of students proficient in reading and math.
* NEP means non-English proficient
* NES means non-English speaker
* NNS means Non-native speaker
* OELA is an acronym for Office of English Language Acquisition, Language Enhancement, & Academic Achievement for Limited English Proficient Students, US Department of Education
PEP stands for Potentially English proficient
Remote learning is where the student and the educator, or information source, are not physically present in a traditional classroom environment. Information is relayed through technology, such as discussion boards, video conferencing, and online assessments.
SLL means Second-language learner
TESOL is an acronym for Teaching of English to speakers of other languages
TEFL is an acronym for Teaching English as a foreign language
TESL is an acronym for Teaching English as a second language
Virtual learning is an enhanced learning experience through computers and/or the internet.
Chapter 2: Literature Review
The ELL Concept
COVID-19 has significantly affected people, companies, and the economic and education sectors of this country. English-language learners, also known as ELLs, are one group of people whom COVID-19 has significantly influenced and continues to impact their activities (Sugarman & Lazarin, 2020). ELLs are learners who have difficulty communicating in English, generally come from non-English speaking households and cultures, and typically require specialized or adapted instruction in their academic courses and the English language (Zoila & Ramos, 2021). Educators and other professionals can contribute to closing this academic gap by focusing on literacy and second language studies.
Presently, the world has been brought to an understanding that the COVID-19 epidemic has negatively impacted ELLs in various ways, including learning (technology and teaching), health, resources available and state benefits, and mental well-being. Each area has triggered a negative contribution that has hurt ELLs' capacity to learn successfully (Office for Civil Rights, 2021). The COVID-19 epidemic created significant learning difficulties for ELL individuals, which may impact academic performance. Among them are issues with access to digital devices and web connectivity, families' limited ability to fund web-based learning, language obstacles at home and school, and a lack of appropriate online learning resources and teacher training (Sugarman & Lazarin, 2020). The epidemic also highlighted the demand for teachers with expertise in TESOL, NNES, and literacy.
Theoretical Framework
Constructivism is one of the renowned theoretical frameworks that outline education in terms of the perception that educators and learners should showcase. Developed by Jean Piaget between 1896 and 1980, the theory moves the notion that learners must be perceived as “empty vessels”. As such, a learner should be filled with knowledge from which they can construct meaning. Constructivism as well encourages educators to encourage their learners to partake in active engagements in various areas of knowledge application including real-world problem-solving initiatives as well as experimentation. In the construct of constructivism, the learner should be allowed to build upon his/her understanding and experience to create knowledge and construct a new understanding.
Constructivism constitutes four essential components that should outline the perception of teachers on learners at every point of learning. The first component is eliciting prior knowledge. Educators should build on the experience and prior knowledge of their learners. As such, an educator should have a detailed understanding of the learner’s prior experiences and scope of knowledge. The second component of constructivism is creation of cognitive dissonance. That is, the teacher should manifest his/her perception of the learner by assigning activities and problems that challenges the learners’ need to acquire more knowledge. Thirdly, the perception in a learning setting should stem from the learner’s application of knowledge through feedback. Ultimately, all the learners should reflect on the learning prospect. Using the constructivism theory, it is necessary to ascertain the scope of relationship between a learner and a teacher in meeting the above components of ideal learning. With the challenges such as language barrier, the theory should open a platform in which teachers can debate the perception of their engagement. Questions must be ask...