Abstract
ABSTRACT This qualitative study examined the pandemic experiences of 29 teachers working with emergent bilingual learners (EBLs). The goal of the study was to identify demands, resources, and well-being consequences of the pandemic. Participants described learning new online teaching methods while integrating various pandemic-related initiatives, supporting students’ socio-emotional needs while making up for perceived academic losses, and maneuvering COVID-19 protocols and related staff shortages. To maneuver these demands, teachers relied on support from colleagues and administrators, as well as flexible policies, bilingual resources, and limit setting. In terms of consequences, participants reported exhaustion, self-care, closer bond to colleagues, and greater empathy for students.
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