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2025-08
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This thesis capstone project aims to support teachers, school therapists and administrators who work with English Language Learners (ELLs). Many educators face challenges when implementing culturally sustaining pedagogies throughout instruction when teaching diverse students or ELL students. Research has identified three main barriers of implementing culturally sustaining pedagogies which includes non-inclusive curriculums, not enough training in teacher preparation programs and state policies interfering with culturally sustaining pedagogies. The literature shows that these barriers could improve when instruction is connected to the students' culture and experiences, providing students with authentic experiences to aid language development, getting to know your students, use of translanguaging and creating a culturally responsive environment. To address these problems, a professional development workshop pertaining to lesson planning for English Language Learner students was created. The English Language Learner population in the Dakota School District is growing exponentially, and it is essential that teachers, school therapists and administrators have the tools to incorporate culturally sustaining pedagogies. The goal of this workshop is for teachers to gain skills and confidence in lesson planning for ELLs and implementing culturally sustaining pedagogies within the lessons. Recommendations for future research include expanding the workshop with additional sessions pertaining to culturally responsive activities that allow students to move around and engage with their peers.