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Affirming Multilingual Learners’ Cultural Identities and Emotional Stability Through Classroom Practices, Pedagogies and Inclusive Literature
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2025-08
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This thesis capstone project is created in order to support teachers and other school staff in providing successful opportunities for English Language Learners (ELLs) in their transition and development into a new school system and cultural community. The population of ELLs are rapidly growing with the United States public school systems and the lack of culturally responsive teaching in schools are causing ELLs to become unmotivated, emotionally unstable, culturally self-conscious, and unconfident in their identities. Providing translanguaging spaces, diverse multicultural literatures, building community-centered classrooms, and welcoming these students with open minds and open arms can increase these student’s engagement, social and academic success and build their confidence culturally and emotionally. These culturally responsive pedagogies can also spread awareness, empathy, curiosity and open-perspectives to new worlds throughout the entire school population. A professional development training program will provide trainings and materials on how to apply all of these methods to the classroom. Future recommendations consist of welcome nights, assistance for ELLs outside of the school day, and support for the families outside of the school day.