Highlighting Supportive Reading Comprehension Practices for English Language Learners in Virtual Classrooms

Abstract

COVID-19 has, at least temporarily, reshaped the teaching and learning environment. Virtual learning classrooms have replaced physical classrooms and require teachers to think of new and creative ways to keep students motivated to learn. Understandably, these thoughts for creative teaching strategies are critical when considering changing demographics in student populations and existing linguistic barriers more commonly found in English language learners (ELLs). To this end, the purpose of this paper is to discuss how within the virtual learning environment, meaningful interactions, student motivation to learn, vocabulary instruction, the partnership model, and graphic organizers remain important factors impacting ELLs’ reading comprehension. The paper culminates with implications for the professional development of teachers and school administration.

Keywords
support strategies, virtual learning, English language learners