IDEAS home Printed from https://ideas.repec.org/a/eee/injoed/v103y2023ics0738059323001761.html
   My bibliography  Save this article

Teacher support of non-native language students during the COVID-19 pandemic: A cross-national comparison

Author

Listed:
  • Finch, W. Holmes
  • Hernàndez Finch, Maria E.
  • Avery, Brooke

Abstract

The COVID-19 pandemic created a great deal of disruption in all segments of life across the world, including for education. There is evidence to suggest that these disruptions may have been particularly damaging to students from marginalized communities, including those whose native language is not that of the test. During the pandemic, schools were forced to change the mode of educational delivery from in person to largely online. In an effort to ease this transition they took a number of additional efforts to support teachers, parents, and students in meeting the challenges that arose due to the pandemic induced disruptions. The purpose of this study was to investigate the impact of these efforts on student perceptions of teacher support during the pandemic. Results demonstrated that when school support to non-native langue parents increased, non-native langue students were more likely to perceive that their teachers supported them in a variety of ways. Implications of these results are discussed.

Suggested Citation

  • Finch, W. Holmes & Hernàndez Finch, Maria E. & Avery, Brooke, 2023. "Teacher support of non-native language students during the COVID-19 pandemic: A cross-national comparison," International Journal of Educational Development, Elsevier, vol. 103(C).
  • Handle: RePEc:eee:injoed:v:103:y:2023:i:c:s0738059323001761
    DOI: 10.1016/j.ijedudev.2023.102900
    as

    Download full text from publisher

    File URL: http://www.sciencedirect.com/science/article/pii/S0738059323001761
    Download Restriction: Full text for ScienceDirect subscribers only

    File URL: https://libkey.io/10.1016/j.ijedudev.2023.102900?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    References listed on IDEAS

    as
    1. Giannelli, Gianna Claudia & Rapallini, Chiara, 2016. "Immigrant student performance in Math: Does it matter where you come from?," Economics of Education Review, Elsevier, vol. 52(C), pages 291-304.
    2. Per Engzell & Arun Frey & Mark D. Verhagen, 2021. "Learning loss due to school closures during the COVID-19 pandemic," Proceedings of the National Academy of Sciences, Proceedings of the National Academy of Sciences, vol. 118(17), pages 2022376118-, April.
    3. Xiaoying Feng & Neacsu Ioan & Yan Li, 2021. "Comparison of the effect of online teaching during COVID-19 and pre-pandemic traditional teaching in compulsory education," The Journal of Educational Research, Taylor & Francis Journals, vol. 114(4), pages 307-316, August.
    4. Bates, Douglas & Mächler, Martin & Bolker, Ben & Walker, Steve, 2015. "Fitting Linear Mixed-Effects Models Using lme4," Journal of Statistical Software, Foundation for Open Access Statistics, vol. 67(i01).
    5. Asanov, Igor & Flores, Francisco & McKenzie, David & Mensmann, Mona & Schulte, Mathis, 2021. "Remote-learning, time-use, and mental health of Ecuadorian high-school students during the COVID-19 quarantine," World Development, Elsevier, vol. 138(C).
    6. Beyhan Ertanir & Wassilis Kassis & Ariana Garrote, 2021. "Longitudinal Changes in Swiss Adolescent’s Mental Health Outcomes from before and during the COVID-19 Pandemic," IJERPH, MDPI, vol. 18(23), pages 1-14, December.
    7. Dan Goldhaber & Thomas J. Kane & Andrew McEachin & Emily Morton & Tyler Patterson & Douglas O. Staiger, 2022. "The Consequences of Remote and Hybrid Instruction During the Pandemic," NBER Working Papers 30010, National Bureau of Economic Research, Inc.
    8. Ardington, Cally & Wills, Gabrielle & Kotze, Janeli, 2021. "COVID-19 learning losses: Early grade reading in South Africa," International Journal of Educational Development, Elsevier, vol. 86(C).
    9. Tjur, Tue, 2009. "Coefficients of Determination in Logistic Regression Models—A New Proposal: The Coefficient of Discrimination," The American Statistician, American Statistical Association, vol. 63(4), pages 366-372.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Nicola Fuchs-Schündeln & Dirk Krueger & André Kurmann & Etienne Lalé & Alexander Ludwig & Irina Popova, 2023. "The Fiscal and Welfare Effects of Policy Responses to the Covid-19 School Closures," IMF Economic Review, Palgrave Macmillan;International Monetary Fund, vol. 71(1), pages 35-98, March.
    2. Dang, Hai-Anh H. & Oseni, Gbemisola & Abanokova, Kseniya, 2025. "Educational inequalities during COVID-19: Results from longitudinal surveys in Sub-Saharan Africa," International Journal of Educational Development, Elsevier, vol. 112(C).
    3. Harbatkin, Erica & Strunk, Katharine O. & McIlwain, Aliyah, 2023. "School turnaround in a pandemic: An examination of the outsized implications of COVID-19 on low-performing turnaround schools, districts, and their communities," Economics of Education Review, Elsevier, vol. 97(C).
    4. David R. Agrawal & Aline Bütikofer, 2022. "Public finance in the era of the COVID-19 crisis," International Tax and Public Finance, Springer;International Institute of Public Finance, vol. 29(6), pages 1349-1372, December.
    5. Kóczán, Zs., 2024. "Lasting scars: The long-term effects of school closures on earnings," World Development, Elsevier, vol. 176(C).
    6. Gillitzer, Christian & Prasad, Nalini, 2024. "The effect of school closures on standardized test scores: Evidence under zero-COVID policies," Economics of Education Review, Elsevier, vol. 102(C).
    7. Branson, Nicola & Whitelaw, Emma, 2024. "Consequences of secondary school closures for learning in South Africa: Evidence from university application and enrolment data," International Journal of Educational Development, Elsevier, vol. 108(C).
    8. Esther Gehrke & Friederike Lenel & Claudia Schupp, 2023. "COVID-19 Crisis, Economic Hardships, and Schooling Outcomes," Education Finance and Policy, MIT Press, vol. 18(3), pages 522-546, Summer.
    9. Alasino, Enrique & Ramírez, María José & Romero, Mauricio & Schady, Norbert & Uribe, David, 2024. "Learning losses during the COVID-19 pandemic: Evidence from Mexico," Economics of Education Review, Elsevier, vol. 98(C).
    10. Sébastien Goudeau & Camille Sanrey & Arnaud Stanczak & Antony Manstead & Céline Darnon, 2021. "Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap," Nature Human Behaviour, Nature, vol. 5(10), pages 1273-1281, October.
    11. Asadullah, M. Niaz & Tham, Eric, 2023. "Learning and happiness during Covid-19 school closure in urban Malaysia," International Journal of Educational Development, Elsevier, vol. 101(C).
    12. Székely, Miguel & Flores-Ceceña, Iván & Hevia, Felipe & Calderón, David, 2024. "Measuring learning losses from delayed return to school: Evidence from Mexico," International Journal of Educational Development, Elsevier, vol. 106(C).
    13. Boruchowicz, Cynthia & Parker, Susan W. & Robbins, Lindsay, 2022. "Time use of youth during a pandemic: Evidence from Mexico," World Development, Elsevier, vol. 149(C).
    14. Jakubowski, Maciej & Gajderowicz, Tomasz & Patrinos, Harry Anthony, 2023. "Global learning loss in student achievement: First estimates using comparable reading scores," Economics Letters, Elsevier, vol. 232(C).
    15. Neidhöfer, Guido & Lustig, Nora & Larroulet, Patricio, 2022. "Nowcasting the impact of COVID-19 on education, intergenerational mobility and earnings inequality in Sub-Saharan Africa," ZEW Discussion Papers 22-022, ZEW - Leibniz Centre for European Economic Research.
    16. Chen, Yuanyuan & Feng, Shuaizhang & Zhang, Jing & Zhuo, Yi, 2024. "Gender differences in adolescents’ noncognitive skill development during the COVID-19 pandemic," Journal of Economic Behavior & Organization, Elsevier, vol. 225(C), pages 411-434.
    17. Bastian A. Betthäuser & Anders M. Bach-Mortensen & Per Engzell, 2023. "A systematic review and meta-analysis of the evidence on learning during the COVID-19 pandemic," Nature Human Behaviour, Nature, vol. 7(3), pages 375-385, March.
    18. Mustafa Uğraş & Erdal Zengin & Stamatis Papadakis & Michail Kalogiannakis, 2023. "Early Childhood Learning Losses during COVID-19: Systematic Review," Sustainability, MDPI, vol. 15(7), pages 1-29, April.
    19. Hossain, Mobarak, 2021. "Unequal experience of COVID-induced remote schooling in four developing countries," International Journal of Educational Development, Elsevier, vol. 85(C).
    20. Alan, Sule & Turkum, Betul, 2024. "Abstract reasoning, theory of mind and character development in the school," Journal of Economic Behavior & Organization, Elsevier, vol. 221(C), pages 307-326.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:eee:injoed:v:103:y:2023:i:c:s0738059323001761. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Catherine Liu (email available below). General contact details of provider: http://www.journals.elsevier.com/international-journal-of-educational-development .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.