[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598414-105":59,"doc-detail-598414-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","preparing-teacher-candidates-with-pedagogical-approaches-for-ells-in-hybridvirtual-learning-spaces","Preparing Teacher Candidates with Pedagogical Approaches for ELLs in Hybrid/Virtual Learning Spaces","","Qualitative study explores educators’ perspectives on preparing preservice teachers to support English Language Learners (ELLs) in PreK–12 hybrid/virtual settings. Purpose is to equip teacher candidates with technology-based practices, tools, and strategies, including knowledge to implement Social and Emotional Learning. Analysis draws on 57 educators across schools, districts, and higher education preparation programs. Findings highlight gaps between district support and preservice learning, partial SEL awareness, and interchangeable use of pedagogical frameworks and online resources.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/preparing-teacher-candidates-with-pedagogical-approaches-for-ells-in-hybridvirtual-learning-spaces/598414/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/preparing-teacher-candidates-with-pedagogical-approaches-for-ells-in-hybridvirtual-learning-spaces/598414.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of preparing preservice teachers for ELLs in hybrid/virtual learning spaces?","Question",{"text":112,"@type":113},"The study aims to empower preservice teachers to use relevant technology-based practices and apply tools and strategies appropriate for English Language Learners in PreK–12 settings.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted and who participated?",{"text":117,"@type":113},"The research is a qualitative investigation that collected perspectives from 57 educators across PreK–12 schools, districts, and higher education preparation programs.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the findings reveal about Social and Emotional Learning (SEL) and pedagogical frameworks?",{"text":121,"@type":113},"Results indicate gaps in what teachers gain versus what they previously learned, some teachers were not fully aware of SEL, and participants reported three commonly used pedagogical frameworks that were used interchangeably with programs and online resources.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598414,1792165758,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Preparing Teacher Candidates with Pedagogical Approaches for ELLs in Hybrid/Virtual Learning Spaces  \nThe purpose of this study is to empower preservice teachers (PSTs) to leverage relevant technology-based practices and be equipped with various tools and strategies appropriate for English Language Learners (ELLs) in PreK–12 grade settings. Now, more than ever, teacher candidates need to be prepared to understand the challenges faced by ELLs and provide various pedagogies for online platforms. This qualitative investigation explored 57 educators’perspectives from PreK–12 schools, districts, and preparation programs in higher education inan effort to obtain relevant approaches in technology strategies and pedagogical frameworks that support ELLs’ remote learning. The study also draws on the knowledge needed to implement Social and Emotional Learning. Based on the findings, the study revealed (a) there are gaps between what teachers gain from the districts and what they have previously learned from their teacher preparation programs; (b) some teachers were not completely aware of the Social and Emotional Learning approach; (c) participants identified three pedagogical frameworks as most commonly used and they interchangeably used frameworks, programs, some online platforms, and resources in one section; and (d) educators’ insights highlighted what teachers should take into consideration (e.g., scaffolding/differentiated strategies) when planning, creating, and delivering instruction for ELLs in an online platform. Overall, participants emphasized the much-needed dedication to explore technology tools for various pedagogical approaches in hybrid/virtual learning spaces.  \nKeywords: English learners, COVID-19 pandemic, preservice teachers, hybrid/virtual learning, pedagogical approaches  \nIntroduction  \nI  \nn our world today, replete with uncertainties, educators experiencing the current COVID-19 pandemic are compelled to think rapidly in creating virtual learning spaces for all students. Specifically, English  \nlanguage learners (ELLs) in PreK–12 schools have been immensely affected by the COVID-19 disruptions. Now, more than ever, preservice teachers (PSTs) need to be prepared in understanding the challenges faced by ELLs and provide various pedagogies for online platforms.  \nIn preparing our PSTs, we, the researchers, are driven to answer critical questions on classroom instruction, Social Emotional Learning (SEL), and pedagogical frameworks for ELLs in hybrid/virtual learning spaces. The continuous rapid growth of ELLs in California necessitates teachers to implement distance learning to all students, including ELLs, due to the pandemic (Francom et al., 2021; CA  \nDepartment of Education, 2018) . In response to this directive, current initiatives such as the EL Roadmap and Global 2030 have guided educators “towards a coherent and aligned set of practices, services, relationships, and approaches to teaching and learning that add up to a powerful, effective, twenty-first century education for all English learners” (CA Department of Education, 2018) . To enhance the development of SEL identities for our students in this new virtual world, getting to know students is a critical step in creating a safe learning environment. Lastly, we emphasize having knowledge of pedagogical frameworks would provide PSTs a start towards a solid foundation in implementing approaches that would positively impact their ELL instruction in remote learning. This study will empower teacher candidates to leverage relevant technology-based practices and be equipped with various tools and strategies appropriate for ELL students.  \nLiterature Review  \nELLs in California  \nCalifornia’s K–12 system has 1.2 million ELLs, nearly 20 percent statewide (Billings & Lagunoff, 2020) . ELLs face many challenges during normal circumstances; however, during the COVID-19 pandemic, those challenges have escalated. According to Billings and Lagunoff (2020), one area that ha","cbCaiuEBU2YGcdAh","https://ap.wps.com/l/cbCaiuEBU2YGcdAh","pdf",328530,18,"English","# Introduction\n# Literature Review\n## ELLs in California\n## The COVID-19 Pandemic: Virtual/Hybrid Learning","[{\"question\":\"What is the purpose of preparing preservice teachers for ELLs in hybrid/virtual learning spaces?\",\"answer\":\"The study aims to empower preservice teachers to use relevant technology-based practices and apply tools and strategies appropriate for English Language Learners in PreK–12 settings.\"},{\"question\":\"How was the study conducted and who participated?\",\"answer\":\"The research is a qualitative investigation that collected perspectives from 57 educators across PreK–12 schools, districts, and higher education preparation programs.\"},{\"question\":\"What did the findings reveal about Social and Emotional Learning (SEL) and pedagogical frameworks?\",\"answer\":\"Results indicate gaps in what teachers gain versus what they previously learned, some teachers were not fully aware of SEL, and participants reported three commonly used pedagogical frameworks that were used interchangeably with programs and online resources.\"}]","Preparing Teacher Candidates with Pedagogical Approaches for ELLs in Hybrid/Virtual Learning Spaces | PDF",1792086885,45]