Education in crisis: Looking to the margins to find our center as educators working with refugee and

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.