Lessons learned from educators of English as a second language in the U.S. during covid-19: providing inclusive space for all educators

Abstract

ABSTRACT Providing equitable education for emergent bilinguals (EBs) is an educational goal in the U.S. However, literature has reported that English as a Second Language (ESL) teachers feel marginalized, a reflection of the marginalized status of EBs in the K-12 public school settings. Using a multi-method approach, this case study explored to what extent ESL teachers’ marginalization challenges were exacerbated during COVID-19. We surveyed 37 primary school ESL teachers from diverse districts in central New Jersey and conducted two in-depth one-on-one interviews with four participants. Our data revealed that pre-existing challenges (e.g. isolation) worsened during the pandemic mainly due to unsupportive school leadership phenomena and the leaders’ ignorance of ESL instruction. Social and emotional support is what the participants yearned for from the school leaders. To create an inclusive school environment for EBs and ESL teachers, we urge school leaders to put ESL teachers’ instructional needs and well-being at the top of administrative agendas and make meaningful connections with these teachers. We also recommend school leaders to cultivate a distributed leadership culture in which ESL teachers’ expertise is valued in providing equitable education for EBs.