Abstract
The impact of coronavirus disease 2019 challenged schools and credential programs to adjust pedagogy, but rapid changes impeded equitable practices to K-12 grade English Learners (ELs). The framework stems from critical multicultural education. Data represented 81 credential candidates across three universities. Study confirmed that ELs lacked access to online learning, active engagement with peers/teachers, and differentiated instruction due to rapid changes and uncertainties to their programs.
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