Equity for Multilingual Learners: A Global Network Response to the Pandemic

Autor/inn/en	Nordmeyer, Jon; Bettney, Esther
Titel	Equity for Multilingual Learners: A Global Network Response to the Pandemic
Quelle	In: Current Issues in Comparative Education, 24 (2022) 2, S.119-122 (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Equal Education; Multilingualism; Bilingual Students; Inclusion; COVID-19; Pandemics; Access to Education; Electronic Learning; Communities of Practice; Educational Cooperation; Consortia; Networks + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Inklusion; Education; Access; Bildung; Zugang; Bildungszugang; Community; cooperation; Kooperation; Vereinigung
Abstract	During the COVID-19 pandemic, amid the collective necessity to pivot towards new technologies for teaching and learning, many educators expressed concerns about unequal access for multilingual learners. When online learning relies exclusively on English, students and families who navigate school in multiple languages can be excluded. Over the past two years, a focus on the intersection of multilingualism and equity catalyzed connections across the worldwide community of teachers. Global networks such as the WIDA International School Consortium provided an opportunity for educators to connect with, share, and learn from each other as a community of practice. This essay explains how, in an increasingly interdependent world, a global network of schools and scholars co-created a powerful community to both learn from and contribute to dialogue about equity for multilingual learners during the pandemic. (As Provided).
Anmerkungen	Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info@cicejournal.org; Web site: http://www.tc.columbia.edu/cice
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01