ABSTRACT
This study focused on the growing populations of English language learners (ELLs) in the United States and strategies implemented to support them. The problem explored was how to effectively give this assistance, as often ELL learning is ineffective, resulting in achievement gaps and the negative impacts of those gaps. The specific aim was to see how a multimodal approach (text, audio, video, imagery) called the MMBL (for multimodal blended learning) impacted ELLs content learning, reading comprehension, and vocabulary development in a middle school social studies class and what learners thought of it. The study followed a mixed approach, with quantitative methods, discerning the MMBL had a statistically significant positive impact on social studies content and vocabulary learning, as well as a modest positive impact on the social studies reading comprehension of students using it. Learner opinions of the MMBL were largely positive, specifically mentioning the multimodal approach, technology tools used, peer interaction, teacher support, and parent input. While the MMBL did achieve positive results in a social studies environment, it would be beneficial to examine its use in other contexts.
