Pupils With an Immigrant Background in Distance Learning in the Second Wave of the COVID-19 Epidemic in Slovenia

The paper presents a study on the effective adaptation of distance learning for students with an immigrant background in the second wave of the COVID-19 epidemic in Slovenia. The online survey of a small sample of teachers indicates a decline in ICT equipment-related problems compared to the first wave, while learning and language problems and the social isolation effects persisted. Teachers adapted the teaching approaches and learning assistance individually to the perceived language and learning problems and personal distress of students. Plurilingual approaches prove to be effective in enabling an inclusive multicultural learning environment and should be strengthened also in the school classes.Keywords: distance learning, COVID-19 epidemic, students with an immigrant background, inclusive education, multilingualism

In the COVID-19 epidemic, the closure of schools led to distance learning and required schools, teachers, and students to adapt to new ways of teaching and learning in changing circumstances. The lack of computer equipment, digital skills, and e-materials, the inadequate living conditions, and the effects of long-term social isolation have caused many problems for all involved in the pedagogical process. For pupils with an immigrant background, these circumstances have brought a new form of risk of exclusion from education, as all listed material and social barriers may be even amplified for them. In addition, learning a new language of instruction has been severely hampered, especially for newly arrived immigrants. To support these pupils in overcoming the many barriers to learning and ensure equal educational opportunities, it was necessary to develop linguistically and culturally sensitive ways of distance learning while providing comprehensive support at school and the local level.
The present study aimed to investigate how distance learning was adapted for pupils with an immigrant background in the second wave of the epidemic in Slovenia. A small sample of teachers participated in an online survey at the end of the 2020/2021 school year.
The results show that the problems with ICT equipment decreased compared to the first wave. In contrast, the problems related to e-learning and the language of instruction persisted, exacerbated by unfavorable domestic living conditions. Teachers individualized the way of teaching to these pupils according to perceived language and learning difficulties and personal distress. They focused on promoting the learning of the Slovenian language, adapted learning contents and their scope, working methods (individual instruction, group work, and dialog with classmates), and assessed knowledge through products, but very rarely collaborated with other schools or local communities. They also prepared learning materials in pupils’ mother tongues and encouraged them to use other such resources. Such support for mother-tongue learning was perceived as effective. However, online teaching of the Slovenian language for immigrants was not as effective as teaching at school, which may not be a surprise. We suggest that multilingual approaches in the teaching of immigrant pupils should also be strengthened in the school.