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Why High School English Language Programs Fail (and How to Fix Them) Failure to Honor Students’ Cultural Contributions

  • Writer: Kyle Larson
    Kyle Larson
  • Mar 31
  • 5 min read

English Language Programs should amplify that multilingual learners bring a great deal of assets to the classroom.


Too many high school English language programs approach students from a deficit mindset. They ask: What are these students lacking? rather than What are they bringing? This subtle but critical distinction often determines whether students feel like valued members of a learning community—or like outsiders who must shed their identities in order to belong.


Take the story of Hamza, a student from Sudan who came to the U.S. with a strong academic foundation and a deep understanding of history, ethics, and storytelling. Back home, Hamza had helped his grandfather recite and record oral histories of his village, memorized long passages of classical poetry, and led community events in both Arabic and his local tribal language. He had been a child leader—someone whose voice carried weight in both his family and community.

But none of this was seen as relevant in his first U.S. school. No teacher asked him about his past. His knowledge of oral traditions, negotiation skills, and ability to memorize complex narratives were never tapped into. He was placed in remedial classes, often sat silently in the back, and by the end of the year, his academic performance had dipped below grade level. The school didn’t benefit from what Hamza had to offer—because no one thought to ask.

Everything changed when Hamza transferred schools and encountered a teacher who was curious. She asked about his background, invited him to share Sudanese proverbs in class, and encouraged him to lead a storytelling project that drew on his cultural strengths. Suddenly, Hamza was animated, motivated, and deeply engaged. He had suddenly become the go-to-guy for getting newcomers up to speed in classes. He began explaining assignments to other students , helping with school-wide events, and was eventually elected to the student leadership council. He graduated with honors and gave a speech at his senior ceremony—beginning in Arabic, then translating into English:


“You never really leave home." Hamza said, "You bring it with you, and that makes this new place home too.”


Hamza’s transformation isn’t unique. It’s what happens when schools choose to see students’ home cultures and languages not as barriers, but as bridges.

Research backs this up. Studies show that students’ literacy skills in their first language are highly predictive of their success in acquiring a second language (August & Shanahan, 2006). Cummins (2000) goes further, arguing that affirming students’ linguistic and cultural identities is central to their academic development. In other words: when we validate where students come from, we support where they’re going.


When educators overlook students’ cultural knowledge, they miss an extraordinary opportunity—not just for student growth, but for the enrichment of the entire school community.


How to Fix Your English Language Program

1. Integrate Students’ Cultures into Daily Instruction—not just Celebrations

While international nights and heritage months are valuable, cultural inclusion must extend beyond the occasional event. Make students’ cultural knowledge part of daily instruction. Include culturally relevant texts, use examples from students’ home countries in math problems or science lessons, and invite students to bring family artifacts, recipes, or traditions into classroom discussions.


In-Class Ideas:

  • Begin units with a “What does this look like in your culture?” discussion.

  • Feature a rotating “Cultural Spotlight” where students share music, holidays, or stories.

  • Include multicultural literature in English class, with reflection prompts that ask students to connect the themes to their own lives. (Be sure here to also include literature that connects students with the broader domestic culture as well. They do, after all, need to learn about the customs of the country they are livinig in.)

📌 Source: Gay (2010) – Culturally Responsive Teaching: Theory, Research, and Practice


2. Incorporate Translanguaging and Bilingual Support Tools

Support students in using their full linguistic repertoire. Translanguaging—the practice of moving fluidly between languages—is not a crutch; it's a strategy that boosts comprehension and deepens learning. Encourage students to draft in their home language, then translate. Let them annotate texts with bilingual dictionaries or conduct initial research in their first language.


In-Class Ideas:

  • Allow students to brainstorm in any language and then pair with a peer to translate into English.

  • Display anchor charts around the room.

  • Teach how to use Google Translate strategically—not to bypass English, but to build bridges.

📌 Source: García & Kleyn (2016) – Translanguaging with Multilingual Students

📌 Source: Cummins (2000) – Language, Power and Pedagogy


3. Leverage Peer-to-Peer Learning and Student Expertise

When students teach each other, everyone grows. Position multilingual students as cultural and intellectual resources. Create space for them to explain a tradition, lead a mini-lesson, or teach a word or concept in their language.


In-Class Ideas:

  • Create a “Teach the Teacher” segment where students introduce a word, phrase, or concept from their language or culture.

  • Use pair-share structures where students talk about a topic (e.g., food, festivals, conflict resolution) from their cultural lens.

  • Start a collaborative classroom book where each student contributes one cultural tradition or family saying.

📌 Source: Moll et al. (1992) – Funds of Knowledge

📌 Source: Nieto (2010) – The Light in Their Eyes


4. Use Culturally Relevant Assessment Options

Traditional assessments may fail to capture multilingual students’ strengths. Instead of only assigning essays or tests, offer flexible performance tasks. Let students demonstrate knowledge through oral storytelling, bilingual presentations, visuals, or project-based learning that connects to their backgrounds.


In-Class Ideas:

  • Give the option for students to record a video presentation that includes both English and their home language.

  • Offer project topics like “Compare a tradition in your culture to one in the U.S.”

  • Assess group dialogue skills during structured conversations about cultural similarities and differences.

📌 Source: Ladson-Billings (1995) – Toward a Theory of Culturally Relevant Pedagogy


5. Build Trusting Relationships that Invite Students’ Full Selves

The foundation of any culturally sustaining classroom is trust. Ask students meaningful questions about who they are, what matters to them, and what they’re proud of. When students feel safe bringing their full selves into the room, they begin to flourish.


In-Class Ideas:

  • Use journals where students reflect on questions like “What do people misunderstand about your culture?” or “What is something you love from home?”

  • Begin the year with one-on-one “personal interviews” where you learn about each student’s background and interests.

  • Invite family members in (virtually or in person) to share perspectives or stories of where they came from.

📌 Source: Valenzuela (1999) – Subtractive Schooling


6. Build in One-on-One Time for Deep Cultural Connection in your English Language Program

Many multilingual students will not openly share their identities in whole-class settings, especially if they’ve been conditioned to feel invisible. One-on-one time is essential to draw out students’ backgrounds, perspectives, and values. Structured reading conferences—like those built into AIR Language—offer a natural space for personal conversation, trust-building, and meaningful identity affirmation.


In-Class Ideas:

  • Use reading conferences to ask open-ended questions like, “Does this story remind you of anything in your own life?” or “What values are important in your culture?”

  • Schedule regular 5-minute check-ins with each student to talk about more than just academics.

  • Keep a log of personal insights students share to build deeper relationships over time.


📌 AIR Language – Reading Conference Portal for Multilingual Learners


To discover the assets Multilingual students bring to English language programs, teachers have to get to know them.

Honoring students’ cultural contributions isn’t about tokenism—it’s about creating a classroom where students feel safe, seen, and capable of success. In the process, we don’t just support English language development—we foster leadership, critical thinking, and cross-cultural empathy across the entire school.

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