Due to instructional limitations embedded within basal reading programs, the use of text sets offers teachers alternative instructional resources. Text sets can be utilized in all subject areas to increase exposure to a variety of digital and print literacy resources. Multimodal literacy as a form of blended learning, incorporates traditional texts with digital opportunities, allowing learners to connect, experience, and understand literacy through a plethora of engaging channels. Digital tools and digital literacy allow students to connect with current information in an engaging manner while increasing literacy skills. The end goal of incorporating digital components into text sets is to meet the academic needs of all students.

In this chapter, the authors present the approaches and benefits of integrating popular culture into the English language learning classroom. They provide background information on classroom use of technology and popular culture as well as student demographics. This chapter addresses counterarguments against the inclusion of popular culture for literacy development and explains why the advantages outweigh the concerns. Also discussing the teaching approaches that are supported by the incorporation of popular culture, the authors provide reasons and examples of effective curricula, including lessons, materials, and topics. The authors base their argument on research as well as personal experience to claim that the incorporation of popular culture will support linguistically and culturally responsive teaching approaches and will promote student engagement, connections, and motivation in ways that support learning for English language learners in both K-12 and higher education settings.

In this chapter, the authors present the approaches and benefits of integrating popular culture into the English language learning classroom. They provide background information on classroom use of technology and popular culture as well as student demographics. This chapter addresses counterarguments against the inclusion of popular culture for literacy development and explains why the advantages outweigh the concerns. Also discussing the teaching approaches that are supported by the incorporation of popular culture, the authors provide reasons and examples of effective curricula, including lessons, materials, and topics. The authors base their argument on research as well as personal experience to claim that the incorporation of popular culture will support linguistically and culturally responsive teaching approaches and will promote student engagement, connections, and motivation in ways that support learning for English language learners in both K-12 and higher education settings.

I would like to start with the contributions of my dissertation committee chair, Dr. Leslie Schrier, who has been very patient, insightful, and supportive from the moment I walked into my first master's course through the long dissertation process. I would also like to thank my committee for their unique contributions to the journey. Dr. Pamela Wesely established a higher set of standards within her courses that challenged me to strive for success as well as opened up new research possibilities through mixed methods. Dr. Lia Plakans sparked a new teaching passion in working with English language learners by bringing multiple perspectives and multiculturalism into her courses. Dr. Sue Otto helped develop, expand, and encouraged me to gain a better understanding of current trends in technology and their influence on language learning. Dr. Carolyn Colvin inspired me to look at discourse, power relationships, and immigration from various perspectives influencing my dissertation data analysis. I am also indebted to the teachers who participated through pilot studies, questionnaire responses, and one-on-one interviews. I appreciate their demanding and never-ending schedules and I owe them a sincere debt of gratitude for their willingness to share their unique perspectives. Without their participation, this study would not have been possible. v Finally, I want to expressed my gratitude to my immediate and extended family, my husband, Shane Garling, has been a source of constant support and love throughout our lives together. Thank you for enduring the long path from the beginning of my master's program to the completed dissertation process. I also want to thank my loving children, Gable and Beckett, for understanding the constraints of the doctorate program and always providing some entertainment and joyful relief from the stressful journey. To my sister-in-law, Jessica Garling, words cannot express your support and willingness to assist with the children on a daily basis. To my mother, Lori Petersen, who inspired me to emulate her own experiences as an amazing educator in my own classes. My father, Douglas Petersen, who always believed in my abilities and supported my dreams. My brother, sisters-in-law, sister, and brother-in-law who have always been a great support team during the long journey. My nieces and nephews have provided some comic relief throughout the process. I would like to thank my father and mother in-law, Gene and Nancy Garling, for always loving, supporting, and cheering me on throughout my educational career. I would also like to thank my extended family and in-laws for being understanding of my busy schedule and providing unconditional love.

This chapter is grounded in the five social-emotional learning (SEL) core competencies within the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework. The authors present approaches and benefits associated with integrating SEL into literacy development for mainstream students at every grade level. Additionally, they explore how this integration supports English language learners in both academic and non-academic ways. Based on professional experience supported by current research, the authors offer how the incorporation of SEL into literacy instruction supports students' motivation, attitude, peer connections, and academic skill development.