Culturally and linguistically responsive pedagogy in a digitally mediated classroom: Practices, challenges, and needs

Abstract

This article reports the results of a pilot qualitative case study on the enactment of culturally and linguistically responsive pedagogy for multilingual students in digitally mediated elementary classrooms. The data include curriculum, teaching artifacts, student work, teacher journals, and interviews with ENL teachers in which they reflected about their online teaching. When the data were
analyzed using a thematic analysis method, three themes emerged: the culturally and linguistically responsive multimodal literacies instruction that teachers enacted, the challenges that teachers confronted, and the types of support teachers need in teaching multilingual children more effectively. Implications for online instruction of multilingual students are discussed.