References
Adeleke, I., & Onyebuchi, C. (2023). Challenges teachers experience in teaching English as a second language in secondary schools in the Northwest Province. World Languages, 2(1), 11-19. Literature and Culture https://doi.org/10.26480/wllcs.01.2023.11.19 Studies, Alhassan, B., & Osei, M. (2022). Effectiveness of integrating drawing in teaching English language in intellectual disability classrooms. International Journal on Social and Education Sciences, 4(1), 74-86. https://doi.org/10.46328/ijonses.250 Alshahrani, H. (2019). Strategies to improve English vocabulary and spelling in the classroom for ELL, ESL, EO and LD students. International Journal of Modern Education Studies, 3(2), 65-81. https://doi.org/10.51383/ijonmes.2019.41 Angay-Crowder, T., Choi, J., & Yi, Y. (2013). Putting multiliteracies into practice: Digital storytelling for multilingual adolescents in a summer program. TESL Canada Journal, 30(2), 36-53. https://doi.org/10.18806/tesl.v30i2.1140 August, D., Carlo, M., Dressler, C., & Snow, C. (2005). The critical role of vocabulary development for English language learners. Learning Disabilities Research and Practice, 20(1), 50-57. https://doi.org/10.1111/j.1540-5826.2005.00120.x Babinski, L., Amendum, S., Knotek, S., Sánchez, M., & Malone, P. (2017). Improving young English learners' language and literacy skills through teacher professional development: A randomized controlled trial. American Educational Research Journal, 55(1), 117-143. https://doi.org/10.3102/0002831217732335 Cárdenas-Hagan, E. (2018). Cross-language connections for English learners' literacy and Clinic, School development. Intervention in https://doi.org/10.1177/1053451218762583 54(1), 14-21. Donnelly, W., & Roe, C. (2010). Using sentence frames to develop academic vocabulary for 131-136. The English learners. https://doi.org/10.1598/rt.64.2.5 Reading Teacher, 64(2), Harrison, G., & Krol, L. (2007). Relationship between L1 and L2 word-level reading and phonological processing in adults learning English as a second language. Journal of Research Reading, 30(4), 379-393. https://doi.org/10.1111/j.1467- 9817.2007.00351.x in Ithindi, S. (2023). Theoretical perspective of reading in English second language classrooms. Namibian Journal for Language https://doi.org/10.59677/njlc.v16i1.10 and Culture, 16(1), 54-65. Jaikrishnan, S., & Ismail, H. (2021). A review on vocabulary learning strategies used in learning English as a second language. International Journal of Academic Research in Business and Social Sciences, 11(9). https://doi.org/10.6007/ijarbss/v11-19/10512 Janzen, J. (2008). Teaching English language learners in the content areas. Review of Educational Research, 78(4), 1010-1038. https://doi.org/10.3102/0034654308325580 Layton, C., & Lock, R. (2002). Sensitizing teachers to English language learner evaluation procedures for students with learning disabilities. Teacher Education and Special Education, 25(4), 362-367. https://doi.org/10.1177/088840640202500405 Lou, Y., Liansong, W., Liu, H., & Chen, L. (2016). Improving non-English-majored college students' writing skills: Combining a Know-Want-Learn Plus model of meta-cognitive writing strategy instruction and internet-based language laboratory support. Open Journal of Social Sciences, 4(8), 37-44. https://doi.org/10.4236/jss.2016.48005 Mandi?, K., Ramljak, M., & Šimi?, J. (2023). A review of teaching strategies for English as a foreign language in healthcare studies. Zdravstveni Glasnik, 9(2), 98-112. https://doi.org/10.47960/2303-8616.2023.2.9.98 McCardle, P., Mele-McCarthy, J., & Leos, K. (2005). English language learners and learning disabilities: Research agenda and implications for practice. Learning Disabilities Research https://doi.org/10.1111/j.1540- 5826.2005.00122.x and Practice, 20(1), 68-78. Meganathan, P., Yap, N., Paramasivam, S., & Jalaluddin, I. (2019). Incidental and intentional learning of vocabulary among young ESL learners. 3L: The Southeast Asian Journal of English Language Studies, 25(4), 51-67. https://doi.org/10.17576/31-2019-2504-04 Ooi, W., & Aziz, A. (2021). Translanguaging pedagogy in the ESL classroom: A systematic review. International Journal of Academic Research in Progressive Education and Development, 10(3). https://doi.org/10.6007/ijarped/v10-i3/10816 Radford, J., Bosanquet, P., Webster, R., & Blatchford, P. (2015). Scaffolding learning for independence: Clarifying teacher and teaching assistant roles for children with special educational and https://doi.org/10.1016/j.learninstruc.2014.10.005 needs. Learning Instruction, 36, 1-10. Rajasagaran, S., & Ismail, H. (2022). Utilising explicit teaching of metacognitive strategies in honing reading skills among ESL and EFL learners: A review. International Journal of Academic Research in Progressive Education and Development, 11(3). https://doi.org/10.6007/ijarped/v11-i3/14997 Sari, A., Agustini, D., & Adnyani, L. (2020). The implementation of English teacher's differentiated instruction to disabled students in an inclusive school. Indonesian Journal Studies, 7(2), of Disability https://doi.org/10.21776/ub.ijds.2020.007.02.06 170-182. Siddiq, S., & Hussain, R. (2022). Blended learning in ESL: Perceptions about paradigm shift in English language institutions of Punjab, Pakistan. Biological and Clinical Sciences Research Journal, 3(1), 26-39. https://doi.org/10.47264/idea.jhsms/3.1.3 Sugrah, N. (2020). Implementasi teori belajar konstruktivisme dalam pembelajaran sains. Humanika, 19(2), 121-138. https://doi.org/10.21831/hum.v19i2.29274 Wagner, R., Francis, D., & Morris, R. (2005). Identifying English language learners with learning disabilities: Key challenges and possible approaches. Learning Disabilities Research and Practice, 20(1), 6-15. https://doi.org/10.1111/j.1540-5826.2005.00115.x Woodcock, S., & Vialle, W. (2010). The potential to learn: Pre-service teachers' proposed use of instructional strategies for students with a learning disability. Contemporary Issues in Education Research, 3(10), 27-36. https://doi.org/10.19030/cier.v3i10.236 Yaccob, N., Yunus, M., & Hashim, H. (2022). Globally competent teachers: English as a second language teachers' perceptions on global competence in English lessons. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.925160