Document Type
Article
Publication Date
Fall 2025
Abstract
This inquiry-based capstone project examines effective strategies for creating inclusive curricula for English Language Learners (ELLs) in multicultural classrooms, with a focus on leveraging students' first languages (L1) to reduce language barriers and promote motivation, cultural representation, and equitable academic outcomes. Amid the rapid growth of ELL populations in U.S. schools—from 8% to nearly 10% of public enrollment between 2000 and 2016—educators in regions like northwest Iowa face challenges in meeting diverse social and academic needs. A literature review synthesizes recent studies on supporting ELL demographics, preparing school staff, addressing barriers, and implementing evidence-based programs and practices. Conducted in a suburban Iowa elementary school serving 31 ELL students (grades 3–5) with diverse L1 backgrounds, the methodology included pre- and post-intervention surveys, classroom observations, and attendance records to evaluate L1 integration in music instruction and multisensory techniques in dedicated ELL sessions. Findings indicate that intentional L1 use significantly enhanced linguistic confidence, participation, and sense of belonging, while English-focused scaffolding fostered joy and engagement, aligning with literature on culturally responsive pedagogy. Implications underscore the need for targeted professional development to equip educators for demographic shifts. Limitations include small sample size and short-term data; future research should explore longitudinal impacts.