Event Information
Presentation Outline (30 Minutes)
Session Title: Beyond Language: Empowering Multilingual Learners Through Cultural Showcases
1. Welcome & Objectives (3 minutes)
• Brief overview of session goals and ISTE Standards.
• Quick pair-share: attendees recall a meaningful multilingual or cultural experience.
2. Showcase Model Overview (7 minutes)
• Explain the student-led cultural exhibit format.
• Share visuals and examples of past themes (food, literature, traditions).
• Highlight student roles and learning outcomes.
3. Interactive Planning Activity (12 minutes)
• Attendees form small groups to brainstorm a showcase idea for their own context.
• Use collaborative tools (e.g., Jamboard or Google Slides) to sketch out exhibit themes and student roles.
4. Share-Out & Adaptation Tips (5 minutes)
• Groups briefly present their ideas.
• Discuss strategies for adapting the model to different grade levels, languages, and school settings.
5. Wrap-Up & Resources (3 minutes)
• Recap key takeaways.
• Share digital toolkit with templates and planning guides.
• Invite continued collaboration and idea exchange.
Engagement Tactics
• Peer-to-peer interaction through pair-share and group work.
• Device-based collaboration using digital tools.
• Visual storytelling with student examples.
• Real-time brainstorming and feedback.
After this session, participants will be able to design and implement student-led cultural showcases that support multilingual learning, foster collaboration, and promote global awareness. They will be able to align these experiences with curriculum goals, assign meaningful student roles, and adapt the model to diverse linguistic and cultural contexts.
1. Garcia Underwood, M. L. (n.d.). *Learning in every language: How PBL supports multilingual students*. Center for the Professional Education of Teachers. https://cpet.tc.columbia.edu/news-press/learning-in-every-language-how-pbl-supports-multilingual-students
2. Harahap, Y. S., Ramadhani, R., Sirait, D., & Siregar, N. (2025). Project-based learning through a culturally responsive lens: Enhancing learners’ English literacy skills. *Novitas-ROYAL (Research on Youth and Language), 19*(1), 183–193. https://files.eric.ed.gov/fulltext/EJ1469727.pdf
3. Juan Rubio, A. D., & García Conesa, I. M. (2025). Implementation of project-based learning methodology in a plurilingual context. *Revista Internacional de Ciencias Sociales Interdisciplinares, 13*(2), 71–94. https://digibug.ugr.es/bitstream/handle/10481/105051/Implementation-of-project-based-learning-methodology-in-a-plurilingual-context.pdf
4. Cummins, J. (2001). *Negotiating identities: Education for empowerment in a diverse society* (2nd ed.). California Association for Bilingual Education.
5. Thomas, J. W. (2000). *A review of research on project-based learning*. Buck Institute for Education. https://www.pblworks.org/sites/default/files/2022-03/research-reviewPBL.pdf
6. Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). *Implications of whole child approaches for learning and equity*. *Applied Developmental Science, 24*(1), 6–20. https://doi.org/10.1080/10888691.2018.1537791
7. Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. *Theory into Practice, 31*(2), 132–141. https://doi.org/10.1080/00405849209543534
8. Nieto, S. (2010). *Language, culture, and teaching: Critical perspectives* (2nd ed.). Routledge.
9. Genesee, F., Lindholm-Leary, K., Saunders, W., & Christian, D. (2006). *Educating English language learners: A synthesis of research evidence*. Cambridge University Press.
10. Zwiers, J., & Crawford, M. (2011). *Academic conversations: Classroom talk that fosters critical thinking and content understandings*. Stenhouse Publishers.