Research Synthesis on Culturally and Linguistically Responsive Teaching for Multilingual Learners

Abstract

Drawn from both existing research and the author’s research experiences in middle schools in the United States, this research synthesis paper will highlight the key principles of culturally and linguistically responsive teaching (CLRT) for multilingual learners (MLLs) who are acquiring English as an additional language. Although CLRT is regarded as an important framework for middle grade MLLs’ learning, there is a lack of resources that provide a comprehensive view of historically/theoretically ground and research-based approaches for middle grade educators to consider in the classroom. This paper attempts to address this need by discussing the historical orientation of CLRT and its five major principles commonly identified in relevant literature. These principles include: (1) building foundational knowledge of MLLs’ home languages, (2) offering translanguaging space for MLLs’ linguistic repertoire, (3) using multimodality for MLLs’ engagement, (4) implementing integrated approaches for content and language, and (5) seeking collaboration for MLLs’ diverse needs. These key elements of CLRT provide insight into how middle grade teachers can support equitable access to learning opportunities for MLLs.