Date of Award
Doctor of Education (EdD)
Before the COVID-19 pandemic, ELL teachers focused their culturally responsive instruction and supports through creating meaning, promoting academic and social success, and empowering students and families. In 2020, the COVID-19 pandemic affected almost all countries and more than 50 million people around the world. The purpose of this study was to investigate how ELL teachers’ support for students in a southeastern school district, IISD, changed during the COVID-19 pandemic and ELL teachers’ perceptions of how this change may have impacted ELLs during the COVID-19 pandemic. This qualitative, basic interpretive design using a questionnaire provided me with opportunities to examine how ELL teachers’ support for ELLs. I sent the questionnaire to 41 ELL teachers who were representatives of 30 elementary, middle, and high schools. The responses from the eight participants highlighted the ELL supports’ impact during the COVID-19 pandemic. I discovered several consistent themes of the ELL teachers’ supports that existed before the COVID-19 pandemic in the areas of student, family, and staff support, as well as community and stakeholder engagement. Additionally, I discovered the ELL teachers’ perceptions were divided between two groups of those who felt that nothing changed due to the COVID-19 pandemic and those who felt the opposite, being more involved with supports increasing during the COVID-19 pandemic.
ELL, ESL, leadership, language learners, COVID-19
Slisher, Inna, "ENGLISH LANGUAGE LEARNER TEACHER SUPPORT CHANGES DURING THE COVID-19 PANDEMIC" (2022). Ed.D. Dissertations. 46.