“…It has widely known that English language learners (ELLs) may not have full participation in a mainstream classroom due to multiple factors. Those factors may include limited oral language proficiency (August & Shanahan, 2006;Flynn, 2007;Quiros et al, 2012), limited access to the target language culture (Drucker, 2003;Hite & Evans, 2006;Toppel, 2015), and limited support to engage with more complex texts (Iddings, Risko, & Rampulla, 2009;Kibler, Walqui, & Bunch, 2015).…”