Notes
Culturally Responsive Teaching and How it Supports the Literacy Development of Multilingual Learners
by Olivia Elgart
In elementary classrooms across the United States, multilingual learners bring valuable cultural backgrounds, personal experiences, and language skills that can positively contribute to classroom communities. However, many traditional reading programs still rely heavily on standardized instruction and English-only practices, which often ignore the strengths and knowledge multilingual learners already have. This is why I decided to focus on how culturally responsive reading instruction can support the literacy development of multilingual learners in elementary classrooms and why their cultural backgrounds, life experiences, and language skills should be seen as strengths and assets, not deficits. Throughout my essay, I will break down different research studies that can be used as a resource for new and old teachers to help them navigate a multilingual classroom.
Traditional literacy instruction often centers English-only practices, which can make multilingual learners feel disconnected from learning. Gloria Ladson-Billings (1995) explains that culturally responsive teaching is about more than just adding diverse books into classrooms, it is about valuing students’ identities and experiences in everyday instruction. Ladson-Billings says culturally responsive teaching supports not only academic success, but also cultural competence, and critical consciousness.
When students see themselves represented in books and classroom discussions, they are more engaged and confident as readers. The National Equity Project (2025) emphasizes the importance of creating classrooms where students feel safe, included, and like they belong. One major idea in my essay is that multilingualism should be treated as an asset, not a problem to “fix.”
Li Wei and Ofelia García (2013) discuss translanguaging, which means students naturally move between languages to communicate and learn. While many people assume that translanguaging can be confusing and make learning more difficult, it is actually quite the opposite. According to Wei and García, students should be encouraged to use translanguaging because of its many benefits to students.
Translanguaging can help students understand reading material better, participate more in discussions, connect ideas across languages, feel comfortable using all parts of their identity, and most importantly, feel more confident in the classroom. An example of translanguaging is students discussing a story in their home language before sharing ideas in English with the class.
Laura Ascenzi-Moreno (2024) explains that literacy instruction should focus more on meaning-making and comprehension instead of only correcting grammar or pronunciation. Ascenzi-Moreno emphasizes the importance of authentic literacy experiences instead of only “fixing” language mistakes. There are many different ways that teachers can support multilingual learners including, using culturally relevant books, encouraging collaboration, connecting texts to students’ personal experiences, and allowing multiple languages during literacy activities.
Finally, the CUNY NYSIEB framework (2017) explains how teachers can actively support bilingualism and make multilingual learners feel valued in the classroom. Some strategies teachers can practice are using bilingual books, multilingual word walls, partner discussions and family engagement in students’ home languages, and classroom activities that allow students to use all of their language skills while learning. The framework encourages teachers to see multilingualism as a strength instead of a setback and creating spaces where students’ home languages are visible and accepted can improve both literacy development and student confidence.
Overall, culturally responsive reading instruction is extremely important in supporting multilingual learners in elementary classrooms. When teachers value students’ cultures, languages, and identities, students are able to feel more included, confident, and successful in literacy instruction. Strategies like translanguaging and inclusive classroom practices allow multilingual learners to use all of their knowledge and experiences to make meaning while reading and learning. The readings by Gloria Ladson-Billings, the National Equity Project, Li Wei and Ofelia García, Lourdes Ascenzi-Moreno, and CUNY NYSIEB all show that literacy development is connected to culture, language, identity, and belonging. When multilingual learners are seen as capable students with important knowledge and experiences to contribute, they are more likely to participate, grow academically, and feel empowered in their classrooms. Because of this, culturally responsive teaching is not only an effective way to teach literacy, but also an important step toward creating more equitable and inclusive schools.