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Beyond Language: Empowering Multilingual Learners Through Cultural Showcases

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Turbo Talk
Recorded Session
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Session description

Students showcase multilingual learning through themed cultural exhibits featuring food, literature, and traditions from English-, French-, and German-speaking countries. This session explores how project-based cultural presentations deepen language skills, foster global awareness, and motivate Spanish-speaking learners to pursue additional languages in a collaborative, teacher-guided environment.

Outline

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.

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Outcomes

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.

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Supporting research

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.

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Presenters

Photo
Head of Foreign Language Department
Prepa Anáhuac campus Oxford

Session specifications

Topic:

Global Education, Collaboration, and Perspectives

Grade level:

9-12

Audience:

Curriculum Designer/Director, School Level Leadership, Teacher

Attendee devices:

Devices useful

Attendee device specification:

Smartphone: Android, iOS, Windows
Tablet: iOS, Windows, Android

Participant accounts, software and other materials:

Attendees are encouraged to have a QR code reader app installed on their devices to access photos, student artifacts, and additional information about the cultural showcase event. No specific accounts or software are required. A mobile device or tablet will be helpful for interactive activities and viewing shared resources.

Subject area:

Multi-Language Learners, World Languages

ISTE Standards:

For Students: Knowledge Constructor, Creative Communicator, Global Collaborator

Transformational Learning Principles:

Prioritize Authentic Experiences, Ignite Agency