Education Sciences, Volume 13, Issue 9
September 2023 - 116 articles
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Cover Story: This study examined parent and teacher perceptions of learning for kindergarten to second grade students attending U.S. Spanish–English Dual Language Education programs during the COVID-19 pandemic. Parents reported more opportunities for students to practice English than Spanish. Teachers reported that remote instruction offered fewer opportunities than hybrid instruction to practice oral language skills. Both parents and teachers felt that student language skills improved, but parents thought English proficiency improved more than Spanish proficiency. Children of parents who spoke Spanish at home more often had more technology barriers in accessing remote learning, and children of parents more fluent in English and with higher education had fewer such difficulties. It is crucial to ensure that remote instruction provides equitable learning for all students. View this paper