Clashing Roles and Identities of <scp>EL</scp> Teachers during Emergency Remote Teaching and Learning

Abstract During Emergency Remote Teaching and Learning (ERTL) the closure of schools due to COVID‐19 pandemic, teachers multilingual students were positioned adopt varied outreach methods sustain access education among families. Prior ERTL, instruction in was socially situated as having greater institutional value relative service‐oriented tasks, yet service‐related needs, including health human services and/or technology increased during physical schools. EL took on more tasks for their MLL families did so by assuming, negotiating resisting particular roles; a reflexive interactional process. Using theories teacher positioning language identity, we examined experiences Great Lakes Region US. Findings demonstrate that few resisted roles within service critical dimension identity transformation advocacy MLLs. As move into recovery from pandemic (RTL) period, implications suggest when teachers’ identities are incongruous, resilience can be fostered informing unique form agency leadership; necessary characteristic an equity‐informed education.