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Students in the music classroom are more culturally and linguistically diverse than ever before. Latinx students are the fastest growing population. Often, these students are neglected through deficit-based pedagogical practices with regard to their cultural and linguistic practices; however, other research into asset-based pedagogical practices such as community cultural wealth and culturally sustaining pedagogy can allow for more equitable and just music education. Accessing community cultural wealth with regard to aspirational, navigational, social, resistant, and especially familial and linguistic capital can lead to better outcomes for students. Incorporating a Noche de Música [Night of Music] at a school allows for families to demonstrate their capacity to cocreate music-based and language-based literacies among faculty, students, and their families. This can include culturally sustaining pedagogical practices that lovingly affirm and sustain students’ language, culture, and history through folk songs, folk tales, and multimodal approaches to communication.

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