Elevating Culturally and Linguistically Diverse Learners in Educational Settings

EDUC 5810: Living and Learning Globally

University of the People

Professor Archana Vadeyar

21 May 2025
 In today’s interconnected world, supporting Culturally and Linguistically Diverse (CLD)

learners requires more than simply placing them in shared classrooms. It calls for thoughtful

strategies that elevate their voices, validate their lived experiences, and reshape the curriculum to

reflect diverse ways of knowing and being. This paper outlines a pedagogical framework that

promotes student identity, encourages creative expression, and fosters critical awareness among

both students and educators. The approach considers the realities of overlapping linguistic and

cultural spaces and integrates attention to the hidden curriculum—those beliefs and assumptions

that are implied rather than stated. By embedding these strategies into curriculum and

instructional practices, educators can create spaces where CLD learners are empowered and

valued as essential participants in their learning environments.

Supporting CLD learners begins with recognizing the importance of their narratives and

the cultural ideologies they bring to school. One approach involves the use of storytelling, visual

timelines, and cultural memory projects that allow students to represent their identities in both

their heritage languages and in English. These projects provide students with opportunities to

reflect on their adaptation to new cultural environments while giving their peers an authentic

entry point into understanding diverse experiences. Rather than viewing diversity as a challenge

to be managed, this method frames it as a valuable foundation for learning.

This strategy also challenges the common silence in the curriculum around race,

migration, identity, and power. Dighe (2000) argues that globalization has amplified unequal

power relationships, especially in education. A curriculum that ignores these realities often sends

implicit messages about which cultures, histories, and languages are worthy of attention.

Educators must be intentional in countering this omission by including personal and creative

modes of expression that reflect students’ full identities. By including projects such as digital
storytelling or multilingual art, educators cannot only enhance student engagement but also

affirm their presence in the classroom as meaningful and essential.

The strategy aligns with a pedagogical philosophy grounded in democratic education and

critical reflection. Teaching through a democratic lens involves inviting students to co-create

learning norms, contribute to content decisions, and shape classroom culture through dialogue

and collaboration. This participatory approach positions students as active contributors rather

than passive recipients of information. Cruze et al. (2020) emphasize the importance of inclusive

leadership that supports student agency and meaningful inclusion. In my professional work with

adult learners and neurodivergent individuals, I create training environments that mirror these

principles. I offer flexible learning formats, welcome learner input, and incorporate lived

experiences as part of the learning content.

Critical consciousness is another essential element of this perspective. Educators must

reflect on their own beliefs, question dominant cultural narratives, and consider the structural

barriers that affect student learning. Lo (2023) notes that many immigrant families struggle with

engagement due to systemic barriers and a lack of accessible resources. By remaining attuned to

these realities and responding with empathy and adaptation, educators can create environments

that foster equity and inclusion.

This approach offers several benefits for student learning. When students recognize their

identities in the curriculum, they tend to participate more actively, take intellectual risks, and

form stronger connections with peers and teachers. Learning becomes a space for affirmation

rather than erasure, and students build skills in both self-expression and cross-cultural

understanding. These practices help create school cultures where differences are not only

acknowledged but celebrated.

from students and support teams to evaluate its effectiveness. Reflection on who is engaging,

whose voices are amplified, and which students may still feel excluded will guide necessary

adjustments. I also plan to deepen connections with families and community members to

contextualize the content further and enrich the classroom experience. Tavangar (2009) reminds

us that developing global competence is not achieved through a single lesson but through

sustained, intentional practice rooted in genuine relationships.

Building inclusive classrooms requires more than offering access. It involves actively

reimagining curriculum and pedagogy to reflect the diverse identities and experiences of

culturally and linguistically diverse (CLD) learners. By incorporating creative expression,

centering student narratives, and examining both the stated and unstated messages in the

curriculum, educators can foster environments that affirm identity and promote equity. Teaching

with democratic values and reflective practice supports all learners in developing a deeper

awareness of themselves and the world around them. With ongoing evaluation and a commitment

to growth, this strategy can become a meaningful part of a more just and inclusive educational

system.
References

Cruze, A., Holmes, S., López, F., Kelsey, I., & Campuzano, C. (2020). Inclusive

leadership and multilingual learners. In Leadership for increasingly diverse schools (pp. 109–

134). Routledge.

Dighe, A. (2000). Diversity in education in an era of globalization. In M. Jain (Ed.),

Learning societies: A reflective and generative framework. Udaipur: Shikshantar.

http://www.learndev.org/dl/VS3-00q-Diversity.PDF

Lo, L. (2023). Think outside the box: Engaging and empowering immigrant families of

students with disabilities. International Journal of Technology and Inclusive Education, 12(1),

1798–1801.

Tavangar, H. S. (2009). Growing up global: Raising children to be at home in the world.

Ballantine Books. https://books.google.com/books?id=F5-HCHWkW1IC