Culturally Responsive Pedagogies as Pathways to Deeper Learning for Recently Arrived Immigrant Students (Poster 7)

• In Event: AERA Poster Session Saturday 11:45 am
  In Invited Poster Session: Excellence in Education Research: Early Career Scholars and Their Work Poster Session

Abstract

This qualitative scoping literature review examines how culturally responsive and sustaining pedagogies support deeper learning competencies for recently arrived immigrant English Language Learners (RAIELs) in schools. Although deeper learning emphasizes transfer, critical thinking, and complex problem-solving, RAIELs are often excluded from these opportunities. Mapping peer-reviewed literature from 2005 to 2025, we analyze how studies define deeper learning, the structural conditions that support it, and how learners’ cultural and linguistic identities shape engagement. Using systematic screening, analytic memoing, and thematic coding, the review identifies practices that strengthen deeper learning, including collaborative inquiry, real-world problem solving, and instruction that treats multilingualism as an intellectual asset. Preliminary findings suggest humanizing, culturally responsive environments most effectively activate deeper learning for RAIELs.

Authors

• Chandler Patton Miranda, Molloy University

• Suma Cheru, University of Texas at Austin