Bilingual education during a pandemic: Family engagement. La educación bilingüe durante una pandemia: Compromiso familiar

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dc.contributor.authorLozada, Victor Antonio
dc.contributor.authorHansen-Thomas, Holly
dc.contributor.authorFigueroa, Jorge
dc.contributor.authorStewart, Mary Amanda
dc.creator.orcidhttps://orcid.org/0000-0002-4962-9446
dc.date.accessioned2023-03-07T19:44:54Z
dc.date.available2023-03-07T19:44:54Z
dc.date.issued2022
dc.descriptionArticle originally published by El Guiniguada, (31 (2022), 28–40. Published online 2022. https://doi.org/10.20420/elguiniguada.2022.503
dc.description.abstractDuring the COVID-19 global pandemic, teachers have had to be creative on how they engage with the families of emergent bilingual students. This content analysis of four teacher focus groups reveals ways in which teachers have worked to connect to their students over a distance. The purpose of this paper is to discover, from educators. effective teaching strategies that engage families and emergent bilinguals during the COVID-19 pandemic and online teaching. Resulting themes included technology in teaching, building relationships with families. and accessing the educational assets of emergent bilinguals and their families. Connections to cariño (Bartolomé, 2008), educación (Valenzuela, 1999), and using the term "emergent bilingual" (Garcia, 2009) are discussed.en_US
dc.description.abstractDurante la pandemia global de COVID-19, los maestros han tenido que ser creativos para poder conectar con las familias de los estudiantes bilingües emergentes. Este análisis de contenido de cuatro grupos focales de maestros revela las maneras en que estos conectaron con sus estudiantes a distancia. El propósito de este ensayo es descubrir, de los educadores, estrategias de enseñanza efectivas que atrayeron a las familias y a los estudiantes bilingües emergentes durante la pandemia de COVID-19 y enseñanza en línea. Los resultados incluyeron los temas de la tecnología instruccional, construir relaciones con las familias y acceder a los activos de los bilingües emergentes y sus familias. Hay conexiones con el concepto de cariño (Bartolomé, 2008), el concepto de educación (Valenzuela, 1999), y el término ‘bilingüe emergente’ (García, 2009).
dc.identifier.citationThis is the published version of an article that is available at https://doi.org/10.20420/elguiniguada.2022.503. Recommended citation: Lozada, V. A., Hansen-Thomas, H., Figueroa, J., & Stewart, M. A. (2022). Bilingual education during a pandemic: Family engagement. La educación bilingüe durante una pandemia: Compromiso familiar. El Guiniguada, (31 (2022), 28–40. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.en_US
dc.identifier.urihttps://hdl.handle.net/11274/14623
dc.identifier.urihttps://doi.org/10.20420/elguiniguada.2022.503
dc.language.isoSpanishen_US
dc.publisherUniversidad de Las Palmas de Gran Canariaen_US
dc.rights.holderCopyright 2022 Victor Antonio Lozada, Holly Hansen-Thomas, Jorge Figueroa, Mary Amanda Stewart
dc.rights.licenseCC BY-NC-ND 4.0
dc.subjectFamily engagementen_US
dc.subjectParental involvementen_US
dc.subjectEmergent bilingualen_US
dc.subjectOnline teachingen_US
dc.subjectInstructional technologyen_US
dc.subjectEnglish learnersen_US
dc.titleBilingual education during a pandemic: Family engagement. La educación bilingüe durante una pandemia: Compromiso familiaren_US
dc.typeArticleen_US

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