Reading is a necessary skill, but proficiency can be difficult for English language learners

(ELL). However, interactive read-alouds can help meet the needs of ELL students (Giroir et al.,

2015). Read-alouds that include interactive text-based discussions make academic language

accessible and meaningful to ELL students (Giroir et al., 2015). Giroir et al. (2015) mentioned

that reading aloud supports young learners as they acquire a new language and develop academic

registers, or ways to write and speak in academic contexts. Moreover, reading aloud provides

teachers with opportunities to scaffold language development and promote language acquisition

with the use of effective strategies for ELL students (Giroir et al., 2015). Giroir et al. (2015)

suggested three strategies: teaching vocabulary in context, facilitating negotiated interaction

around text, and sustaining linguistically and culturally relevant learning environments.

Teaching vocabulary in context allows ELL students to learn new vocabulary through a

range of contextual elements that support deeper connections between language and meaning

(Giroir et al., 2015). Strategies include basic visuals, verbal intonation, physical motions, and use

of the ELL student or students’ first language (Giroir et al., 2015). Moreover, read-alouds create

opportunities for contextual support, given that new vocabulary would be used, such as in

expository or narrative text (Giroir et al., 2015). Interaction around text challenge ELL students

to use and practice complex language (Giroir et al., 2015). Giroir et al., (2015) therefore

suggested the need to include well-designed and meaningful activities in which ELL students

practice language through the use of negotiated interactions, which provide opportunities to use

academic language. Culturally relevant learning environments take ELL students’ language and

culture into consideration. Teachers who understand the role of culture and language better meet

the needs of ELL students (Giroir et al., 2015). Rather than viewing ELL students’ prior

knowledge, home language, experiences, and interests as obstacles, teachers use the ELL
students’ background to pursue culturally relevant connections to text content (Giroir et al.,

2015). Vocabulary in context, facilitating negotiated interaction around text, and sustaining

linguistically and culturally relevant learning environments, used in conjunction with read-

alouds, support learning and language acquisition for culturally and linguistically diverse

students (Giroir et al., 2015).