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.
Date of Award
Master of Science in Education
Kristen L. Pratt
Type (DCMI Terms)
Text; Image; StillImage
Walker, L. H. (2022). Educational Technology and Educational (In)Equity: A Look at the Impact of Comprehensive Distance Learning on Students Who Are Emergent Bilingual (master's thesis). Western Oregon University, Monmouth, Oregon. Retrieved from https://digitalcommons.wou.edu/theses/150
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