Students who attend school possess their own “funds of knowledge” from their home life and prior experiences (Moll et al., 1992). Yet, learners from diverse cultural and linguistic backgrounds are not viewed from a strengths-based perspective but rather a deficit perspective. The deficit perspective perpetuates the oppression and marginalization of students of color and multilingual students. Using a qualitative comparative case study research design, the study is rooted in the tenets of Critical Pedagogy (Freire, 2000), Critical Literacy, and Culturally Sustaining Pedagogy as it sought to uncover insights into asset-based instructional strategies that allow multilingual learners opportunities to participate equitably while developing essential foundational early literacy skills. As such, the following questions guided the study: What literacy instructional practices already exist in primary-aged classrooms that can draw from multilingual learners' assets? How does the density of multilingual learners in the classroom impact literacy practices?
As a result of the data collection, it was apparent that multimodal supports, English Language Development, and Creating Identity and Agency through Inclusive Classrooms were asset enhancing strategies already occurring in kindergarten classrooms. What the study also revealed was a discrepancy in the number or frequency of strategies being used in the classroom based on the density of multilingual learners in the classroom. The findings and analysis section discuss recommendations for state and district policies, and implications for district professional development.
","abstract_html":"<p>Students who attend school possess their own “funds of knowledge” from their home life and prior experiences (Moll et al., 1992). Yet, learners from diverse cultural and linguistic backgrounds are not viewed from a strengths-based perspective but rather a deficit perspective. The deficit perspective perpetuates the oppression and marginalization of students of color and multilingual students. Using a qualitative comparative case study research design, the study is rooted in the tenets of Critical Pedagogy (Freire, 2000), Critical Literacy, and Culturally Sustaining Pedagogy as it sought to uncover insights into asset-based instructional strategies that allow multilingual learners opportunities to participate equitably while developing essential foundational early literacy skills. As such, the following questions guided the study: What literacy instructional practices already exist in primary-aged classrooms that can draw from multilingual learners' assets? How does the density of multilingual learners in the classroom impact literacy practices?</p> <p>As a result of the data collection, it was apparent that multimodal supports, English Language Development, and Creating Identity and Agency through Inclusive Classrooms were asset enhancing strategies already occurring in kindergarten classrooms. What the study also revealed was a discrepancy in the number or frequency of strategies being used in the classroom based on the density of multilingual learners in the classroom. The findings and analysis section discuss recommendations for state and district policies, and implications for district professional development.</p>","abstract_has_math":false,"creators":["Carlton, Elizabeth, PhD"],"institution":null,"degree_name":"PhD Education for Social Justice","degree_level":"Dissertation: Open Access","degree_discipline":"Learning and Teaching","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-05-07T07:00:00Z","date_published":"2024-05-07T07:00:00Z","updated_at":"2026-07-24T05:41:49Z","subjects":["kindergarten","culturally sustaining pedagogy","literacy","asset enhancing pedagogy","early literacy","multilingual learners","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Early Childhood Education","Elementary Education","Elementary Education and Teaching","Language and Literacy Education","Pre-Elementary, Early Childhood, Kindergarten Teacher Education","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digital.sandiego.edu/dissertations/1028","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Carlton, Elizabeth, PhD"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2024-05-07T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Learning and Teaching"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation: Open Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PhD Education for Social Justice"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["kindergarten","culturally sustaining pedagogy","literacy","asset enhancing pedagogy","early literacy","multilingual learners","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Early Childhood Education","Elementary Education","Elementary Education and Teaching","Language and Literacy Education","Pre-Elementary, Early Childhood, Kindergarten Teacher Education","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digital.sandiego.edu/dissertations/1028"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Students who attend school possess their own “funds of knowledge” from their home life and prior experiences (Moll et al., 1992). Yet, learners from diverse cultural and linguistic backgrounds are not viewed from a strengths-based perspective but rather a deficit perspective. The deficit perspective perpetuates the oppression and marginalization of students of color and multilingual students. Using a qualitative comparative case study research design, the study is rooted in the tenets of Critical Pedagogy (Freire, 2000), Critical Literacy, and Culturally Sustaining Pedagogy as it sought to uncover insights into asset-based instructional strategies that allow multilingual learners opportunities to participate equitably while developing essential foundational early literacy skills. As such, the following questions guided the study: What literacy instructional practices already exist in primary-aged classrooms that can draw from multilingual learners' assets? How does the density of multilingual learners in the classroom impact literacy practices?
As a result of the data collection, it was apparent that multimodal supports, English Language Development, and Creating Identity and Agency through Inclusive Classrooms were asset enhancing strategies already occurring in kindergarten classrooms. What the study also revealed was a discrepancy in the number or frequency of strategies being used in the classroom based on the density of multilingual learners in the classroom. The findings and analysis section discuss recommendations for state and district policies, and implications for district professional development.
"]},{"key":"dc:title","label":"Title","values":["Culturally Sustaining Pedagogical Practices in Early Literacy Classrooms: A Qualitative Case Study of Two Kindergarten Classrooms"]}]}],"canonical_facts":{"dc:creator":["Carlton, Elizabeth, PhD"],"dc:date.available":["2024-05-07T07:00:00Z"],"dc:description.abstract":["Students who attend school possess their own “funds of knowledge” from their home life and prior experiences (Moll et al., 1992). Yet, learners from diverse cultural and linguistic backgrounds are not viewed from a strengths-based perspective but rather a deficit perspective. The deficit perspective perpetuates the oppression and marginalization of students of color and multilingual students. Using a qualitative comparative case study research design, the study is rooted in the tenets of Critical Pedagogy (Freire, 2000), Critical Literacy, and Culturally Sustaining Pedagogy as it sought to uncover insights into asset-based instructional strategies that allow multilingual learners opportunities to participate equitably while developing essential foundational early literacy skills. As such, the following questions guided the study: What literacy instructional practices already exist in primary-aged classrooms that can draw from multilingual learners' assets? How does the density of multilingual learners in the classroom impact literacy practices?
As a result of the data collection, it was apparent that multimodal supports, English Language Development, and Creating Identity and Agency through Inclusive Classrooms were asset enhancing strategies already occurring in kindergarten classrooms. What the study also revealed was a discrepancy in the number or frequency of strategies being used in the classroom based on the density of multilingual learners in the classroom. The findings and analysis section discuss recommendations for state and district policies, and implications for district professional development.
"],"dc:identifier":["https://digital.sandiego.edu/dissertations/1028"],"dc:subject":["kindergarten","culturally sustaining pedagogy","literacy","asset enhancing pedagogy","early literacy","multilingual learners","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Early Childhood Education","Elementary Education","Elementary Education and Teaching","Language and Literacy Education","Pre-Elementary, Early Childhood, Kindergarten Teacher Education","Teacher Education and Professional Development"],"dc:title":["Culturally Sustaining Pedagogical Practices in Early Literacy Classrooms: A Qualitative Case Study of Two Kindergarten Classrooms"],"thesis:degree_discipline":["Learning and Teaching"],"thesis:degree_level":["Dissertation: Open Access"],"thesis:degree_name":["PhD Education for Social Justice"]},"updated_at":"2026-07-24T05:41:49Z"}