Understanding pandemic-related demands and resources for teachers of emergent bilingual learners: Teacher exhaustion and resilience

ABSTRACT

This qualitative study examined the pandemic experiences of 29 teachers working with emergent bilingual learners (EBLs). The goal of the study was to identify demands, resources, and well-being consequences of the pandemic. Participants described learning new online teaching methods while integrating various pandemic-related initiatives, supporting students’ socio-emotional needs while making up for perceived academic losses, and maneuvering COVID-19 protocols and related staff shortages. To maneuver these demands, teachers relied on support from colleagues and administrators, as well as flexible policies, bilingual resources, and limit setting. In terms of consequences, participants reported exhaustion, self-care, closer bond to colleagues, and greater empathy for students.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Supplementary material

Supplemental data for this article can be accessed online at https://doi.org/10.1080/15235882.2023.2279093.

Additional information

Funding

This work was supported by the Spencer Foundation [SPENCER FDN 202100103].

Notes on contributors

Elizabeth M. Vera

Elizabeth M. Vera is a Professor of Counseling Psychology at Loyola University Chicago. Her research focuses on the well-being of culturally and linguistically diverse students. She has also published papers on social justice research and training in counseling and psychology.

Amy J. Heineke

Amy J. Heineke is a Professor of Bilingual/Bicultural Education at Loyola University Chicago. Her research focuses on language policy and teacher preparation for students labeled as English learners. Her scholarship is informed by her prior work as a classroom teacher of English learners in Phoenix, Arizona.