A Systematic Review of the Impact of the COVID-19 Pandemic on the Learning Environment of Immigrant English Learners in the United States

Abstract

The COVID-19 pandemic has affected the world since spring 2020, with a large influence on the United States education system caused by an unequal disruption to learning. School closures required a change from in-person learning environments to virtual platforms. This new mode of learning heightened existing inequalities in education. This review examines how unequal access to the internet and technology impacted the school context including teachers, students, parents, and administrators, and how English Learners from immigrant backgrounds navigated this experience. Findings revealed that prior online teaching experience and technological competencies bolstered teacher instruction. Yet, learning was disrupted by unequal access to technology for minoritized English Learners in low-income communities. While parents served as partners in supporting student learning, administrators proved to be important for strengthening the school network and supporting teachers. Implications apply to education stakeholders to reduce inequities in online learning contexts.