Supporting English Language Learners in Intermediate Grades Reading Class: What could General Education Teachers do?

Elementary schools in Ontario currently have the most linguistic diverse group of learners. However, literature suggests that General Education Teachers (GET) are struggling to support the English Language Learners (ELL) in their mainstream classrooms. This research examines the GETs’ values and practice in terms of supporting ELLs’ reading improvement in Language Art class, and the challenges they encounter in the field. The findings of the study imply some effective pedagogies and teaching strategies in the ELL teaching practice, as well as the areas where resources are expecting enrichment in order to fully improve ELLs’ learning experience and maximize ELLs’ learning outcomes