Honors Theses
Advisor
Catherine Lawless Frank, Ph.D.
Department
Teacher Education
Publication Date
4-1-2024
Document Type
Honors Thesis
Abstract
As ELLs continue to be the fastest-growing population of K-12 public school students, it is critical to examine how ELLs were impacted by the challenges of the COVID-19 pandemic. ELL students struggled to transition from in-class to remote learning because many educational materials were not appropriate for their learning style, both before and because of COVID. (Long, 2022). Now, some of these ELL students are approximately 2-3 years behind their English native peers in terms of academic progress. The following research will have a foundation through a literature review as well as a focus qualitative study on ELL students and teachers. The study will give personal accounts of how COVID-19 has impacted the ELL student’s life in 2020 and how it continues to impact their lives today. In addition, this study will analyze effective resources to further support the learning of ELL students.
Permission Statement
This item is protected by copyright law (Title 17, U.S. Code) and may only be used for noncommercial, educational, and scholarly purposes.
Keywords
Undergraduate research
eCommons Citation
Buzzanca, Megan K., "Academic Achievement Gap of ELL Students after the COVID-19 Pandemic" (2024). Honors Theses. 433.
https://ecommons.udayton.edu/uhp_theses/433
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