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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.
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