Infusing culturally relevant practices and multimodal storytelling in an english elementary classroom

Abstract

This qualitative study intends to describe how infusing CRP and Multimodal Storytelling through validating diverse contexts, interests, personal insights, and culture encourage students to develop language skills and at the same time become more aware of others reality. The findings of this research are the result of a pedagogical experience in a fourthgrade English Elementary language classroom. The teacher-researcher based on the theories of Culturally Relevant Pedagogy (Ladson Billings, 1995, 2014) and Culturally Responsive Pedagogy (Gay 2002, 2010, 2018; & Herrera, 2016) aimed to provide students an English language environment to reflect toward culture validating differences in the classroom.