Shifting the Discourse: How Asset-Based Literacy Practices Unlock Multilingual Learners' Potential

Presenter Information

Robert A. Griffin, University of West Georgia

Document Type

Article

Abstract

As multilingual learners (MLs) grow in number, educators must shift from deficit-based literacy instruction to asset-based approaches that leverage students' home languages, cultures, and identities. This article explores three research-backed strategies, culturally responsive texts, digital storytelling, and community-integrated literacy projects, that empower MLs and enhance engagement, motivation, and literacy development. Grounded in real-world classroom applications and empirical research, the discussion provides practical solutions for integrating these strategies, addressing common challenges, and fostering an inclusive learning environment. The author, an experienced teacher educator, shares anecdotes on how his students implement these strategies in their diverse classroom settings to maximize ML success. The article concludes with a call to action, urging educators to implement small but meaningful shifts that amplify student voices, strengthen literacy skills, and create lasting educational equity for MLs.

Recommended Citation

Griffin, Robert A. () "Shifting the Discourse: How Asset-Based Literacy Practices Unlock Multilingual Learners' Potential," The Reading Professor: Vol. 48: Iss. 1, Article 7.
Available at: https://scholar.stjohns.edu/thereadingprofessor/vol48/iss1/7