Teacher Trainees’ Perspectives on Remote Instruction for Multilingual Learners of English

The COVID-19 pandemic prompted a shift to virtual learning across many countries and school systems. It is worthwhile examine the specific ways in which this significant teacher trainees preparing work with multilingual learners (MLs). Considering perspectives of teach MLs offers an opportunity identify questions concerns that they are likely have upon graduation. Examining these can also help use remote teaching approaches more constructively. This paper presents findings from qualitative study educator preparation program focused on content areas along English Speakers Other Languages (ESOL), focus who worked through modalities during pandemic. draws data analysis nine trainees’ response journals course assignments, includes themes identified perceptions for MLs. revealed emphasized importance establishing meaningful professional relationships setting their MLs, especially as way facilitate effective instruction online classroom management. Participants spoke about developing culturally responsive sensitive instruction, stressed engaging students families appropriate, linguistically accessible ways. Implications future well discussed.