Teaching L2 Learners During a Pandemic; A Cross-Country Investigation of Teachers’ Challenges and Needs

This chapter explores the experiences of primary school teachers in Greece, Italy, and the Netherlands with respect to teaching second language (L2) learners, particularly during the COVID-19 pandemic. Using an online questionnaire, our study examines the challenges teachers encounter and the strategies they utilize to overcome these difficulties. Often-mentioned challenges include adapting teaching strategies to the specific educational needs of L2 learners, dealing with social-emotional difficulties due to language barriers and cultural differences, and a lack of appropriate teaching materials, time, and financial resources. These challenges were exacerbated during the COVID-19 pandemic, as teaching moved temporarily online. Our results suggest that large groups of L2 learners may have been at a greater risk of being negatively affected by online education, due to limited face-to-face interaction, as well as a lack of digital access and parental support in the majority language. Children with a refugee background in Greece appeared to be the most vulnerable group, as they were often not able to participate in online education. However, many teachers were dedicated to help L2 learners who needed additional support, by using differentiated teaching strategies or by increasing personal contact with students and their parents. By comparing three countries with varying migration contexts and educational policies, the chapter underscores the necessity of tailored support and adequate resources to meet the needs of L2 learners and to ensure full access to education for all children, especially in times of crisis.