Implementing Culturally Responsive-Sustaining Practices in Mainstream Classrooms: Developing an Inclusive School Community for English Language Learners

Abstract

ELLs are socially isolated and marginalized within their learning environments. Therefore, this capstone explores the overarching research question: How can elementary schools meet the socioemotional and cultural needs of ELLs by becoming an inclusive community? The academic literature reveals some of the barriers that ELLs face in elementary schools include deficit teacher beliefs, a lack of inclusion, and a loss of cultural identity. To mitigate these issues, this capstone will support the creation of a positive learning environment that welcomes and affirms ELLs’ cultural and linguistic backgrounds, in accordance with the NYSED’s (2018) CR-S framework. Along with this capstone, a PD session will be offered to elementary teachers concerning the socioemotional and cultural issues that ELLs are experiencing, while engaging them in a variety of activities, including self-reflections and questionnaires, which utilize the methods and tools implemented by scholars, as provided in this capstone. The expectation is that teachers will promote positive student-teacher, peer, and family relationships to bring about equitable opportunities for ELLs. The research reveals benefits of implementing the CR-S framework, for both teacher development and student learning. It is necessary that future research be conducted and focused heavily on the advantages of implementing culturally relevant and sustaining strategies to create an inclusive school community for ELLs.