ERIC Number: ED625582
Record Type: Non-Journal
Publication Date: 2022-Apr
Pages: 3
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Addressing the Impact of COVID-19 on Multilingual Learners and Their Social and Emotional Well-Being
Office of English Language Acquisition, US Department of Education
For multilingual learners (MLs) and their families, the COVID-19 pandemic has had disproportionate and inter-related consequences for their economic stability, educational opportunities and outcomes, and social, emotional, physical, and mental well-being. Supportive learning environments and conditions may help students overcome the negative effects of adverse experiences, such as those MLs faced during the pandemic. As in-person instruction continues, schools and districts should continue to take action to support the social and emotional well-being of MLs. This publication examines the areas of impact of MLs and COVID-19 and recommendations of how they can be supported in schools.
Descriptors: COVID-19, Pandemics, Bilingual Students, At Risk Students, Well Being, Mental Health, Physical Health, Attendance, Distance Education, School Closing, Economic Impact, Student Needs, Coping, Barriers, English Language Learners, Multilingualism, Intervention, Family School Relationship, Family Needs, Community Resources
Office of English Language Acquisition, US Department of Education. 400 Maryland Ave SW, Washington, DC 20202. Tel: 877-424-1616; e-mail: edpubs@edpubs.ed.gov; Web site: https://www2.ed.gov/about/offices/list/oela/index.html
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Office of English Language Acquisition (OELA) (ED); National Clearinghouse for English Language Acquisition (NCELA); Manhattan Strategy Group (MSG)
Grant or Contract Numbers: GS10F0201T
Author Affiliations: N/A