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Language, Culture, and Learning: Supporting Multilingual Learners
Mowbray, Melissa
Mowbray, Melissa
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2025-12
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This capstone project examines Vygotsky’s Sociocultural Theory as the main framework for understanding content-area instruction for multilingual learners (MLs). Central constructs such as scaffolding, language as a cultural tool, and social interaction within cultural contexts are explored to understand how they facilitate cognitive development, academic engagement, and equitable learning outcomes. The literature indicates that scaffolding enables MLs to operate within their zone of proximal development, gradually fostering independence through guided support. Language functions not only as a means of communication, but also as a cognitive and cultural resource that mediates learning, with students’ first language (L1) serving as a bridge to acquiring a second language (L2). Social interaction and culturally responsive teaching practices further enhance learning by validating students’ linguistic and cultural identities, promoting participation, and encouraging collaborative knowledge construction. Through synthesis of recent peer-reviewed research, this study highlights instructional strategies that integrate sociocultural principles to support MLs in K-12 classrooms. The findings underscore the importance of recognizing multilingualism as an asset and designing learning environments that leverage students’ full linguistic and cultural repertoires. By connecting theory to practice, this project provides educators with evidence-based strategies and guidance for teaching multilingual learners.