Abstract
Resilience in the face of emergency remote teaching: EAL pupils’ experiences during the COVID‐19 pandemic
Highlights
Schools worldwide have been affected by the COVID-1 9 pandemic
With the above driving the current study, we report on how English as an additional language (EAL) pupils enrolled in a preparatory school in Oxford, England coped with emergency remote teaching (ERT)
This study addresses the following research questions: 1. Are EAL pupils’ basic psychological needs being met with ERT? If yes, how? 2
Summary
Schools worldwide have been affected by the COVID-1 9 pandemic. Teachers had to transition to online lessons. In the United Kingdom, preparatory schools are independent primary schools for children up to 13 years old Like others globally, these pupils had to study online beginning in late March 2020. Because pupils were forced to participate in a situation (ERT) external to their primary control, it is important to explore well-b eing (via basic psychological needs) in conjunction with adaptive decision making (secondary control). If pupils’ basic psychological needs are satisfied, they will be better able to exercise their secondary control to cope with and progress in EAL lessons. We use SDT’s basic psychology needs (competence, relatedness, and autonomy) and three subtypes of secondary control (positive reappraisal, lowering aspirations, and vicariousness) as a framework for understanding EAL participants’ experiences with ERT. Do EAL pupils use secondary control strategies to cope with ERT? If yes, how?
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