COVID-19 and Pandemic Teaching: Emergency Remote Teaching and Learning and English Learner Teachers


  • Trish Morita-Mullaney Purdue University
  • Michelle Greene India University Purdue University Indianapolis
  • Jenna Cushing-Leubner University of Wisconsin-Whitewater
  • Michelle Benegas Hamline University
  • Amy Stolpestad Hamline University



COVID-19, emergency remote teaching and learning (ERTL), English learners, EL instruction


The purpose of this study is to illuminate how English Learner (EL) teachers in the Great Lakes region responded to the sudden shift to emergency remote teaching and learning (ERTL) at the onset of COVID-19 school closures in March 2020. Using an online survey, we examined how EL teachers from Indiana, Minnesota, and Wisconsin continued legal provisions of instruction and service through the end of the 2019-2020 school year. We look closely at the state of Indiana, a state with a more recent immigrant population and where requirements for EL licensure and preparation are not yet required. Although findings show that schools and districts violated legal requirements for ELs, this is polarized by the lack of required training and licensure in Indiana among those serving in the role of EL teacher.

Author Biography

Trish Morita-Mullaney, Purdue University

Dr. Trish Morita-Mullaney is an  Assistant Professor at Purdue University, where she teaches ELL licensure and certificate courses.  She also provides professional development for the Wabash Valley Educational Center and other regional education center throughout Northern Indiana.  She formerly served as an ELL district administrator in the MSD of Lawrence Township in Indianapolis, Indiana and the Indiana Department of Education’s division of English Language Learning.  Her research interests examines the intersection between the field of ELL and educational leadership.



2021-07-06 — Updated on 2021-07-06