Teaching Young Emergent Bilinguals Got a Bit More Challenging

Autor/inn/en	Rose, Jennifer; Dias, Maria José A.; Atiles, Julia T.
Titel	Teaching Young Emergent Bilinguals Got a Bit More Challenging
Quelle	In: Childhood Education, 98 (2022) 2, S.69-75 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2022.2053447
Schlagwörter	Bilingual Students; Online Courses; Second Language Learning; English (Second Language); English Language Learners; Teacher Student Relationship; Developmentally Appropriate Practices; Educational Technology; Technology Uses in Education; Mental Health; Well Being; Barriers; Phonemic Awareness; Phonics; Video Technology; Teacher Responsibility; COVID-19; Pandemics; School Closing + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Teacher student relationships; Lehrer-Schüler-Beziehung; Entwicklungsbezogene Bildung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Psychohygiene; Well-being; Wellness; Wohlbefinden; Lehrverpflichtung; School closings; Schule; Schließung; Schließung (von Schulen)
Abstract	The National Association for the Education of Young Children (NAEYC) states that building bridges between home and school benefits students' development. With online teaching, this translates into informal conversations before class starts or at the end of class as a teacher waits for a virtual classroom to fill up or empty out. Much of teaching language learners relies on fostering relationships with students. The ability to build those relationships can be compromised by the challenges of remote learning. When schools were closed due to the COVID-19 pandemic, many teachers were struggling with questions about how to deliver lessons and engage second language learners online. This article highlights one teacher's experiences and offers some advice based on those experiences and the literature. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01