Educational Technology and Educational (In)Equity: A Look at the Impact of Comprehensive Distance Learning on Students Who Are Emergent Bilingual

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Title: Educational Technology and Educational (In)Equity: A Look at the Impact of Comprehensive Distance Learning on Students Who Are Emergent Bilingual
Creator: Lauri H. Walker
Degree Name: Master of Science in Education
Project Type: professional_project
Date: 3/11/2022
Abstract: The shift to virtual education has exposed the magnitude of inequitable access to educational resources and support that are necessary to adequately meet the needs of students who are emergent bilingual. During the wide-spread school closures of the past two years we have learned many lessons and discovered many virtual tools that can continue to serve students who are emergent bilingual far beyond the season of comprehensive distance learning. One of the important instructional lessons learned is that educators need to think about ways to provide quality instruction using online tools to assist with bridging equitable access to both the language and content of schools. Through a case study and discourse analysis, this professional project investigates the disproportionate impact of COVID-19 and subsequent switch to distance learning on educational opportunities for students who are emergent bilingual.
Committee Member: Kristen L. Pratt, Maria Dantas-Whitney, Joshua Schulze
Rights: Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.; http://rightsstatements.org/vocab/InC/1.0/
Language: eng
Date Available: 5/18/2022
Type: Text; Image; StillImage
Identifier: theses/150