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

Authors

  • Joel Mobley
  • Dr. Natasha Ramsay-Jordan

DOI:

https://doi.org/10.52242/gatesol.124

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

Author Biographies

Joel Mobley

Joel Mobley, Graduate Student, Department of Early Childhood through Secondary Education, University of West Georgia, Carrollton, GA; email [email protected].

Dr. Natasha Ramsay-Jordan

Dr. Natasha Ramsay-Jordan, Assistant Professor, Department of Early Childhood through Secondary Education, University of West Georgia, Carrollton, GA; email [email protected].

Reading Comprehension for ELLs (Mobley & Ramsay-Jordan, 2022)

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Published

04/18/2022

How to Cite

Mobley, J., & Ramsay-Jordan, N. (2022). Highlighting Supportive Reading Comprehension Practices for English Language Learners in Virtual Classrooms . GATESOL Journal, 32(1), 60–70. https://doi.org/10.52242/gatesol.124

Issue

Section

Pedagogical Practices, Programs, Policy, and Perspectives