Effects of Implementing Culturally Responsive-Sustaining Education for English Language Learners: A Mixed Research Case Study

English Language Learners (ELLs) in the United States face unique socio-cultural and linguistic challenges such as new cultural expectations and overcoming language barriers. Culturally Responsive-Sustaining Education (CR-S Education) has been advocated as an effective framework for closing the achievement gap for marginalized groups. This mixed-methods case study examines the implementation of CR-S Education by employing teacher surveys, student surveys, and classroom observations in two first-grade ENL classrooms with diverse learners. The study seeks to answer the question: How can educators implement culturally responsive- sustaining teaching to maximize learning outcomes in classrooms with both ELLs and native English speakers? The findings from this mixed-methods case study reveal four key themes regarding CR-S Education. First, CR-S pedagogy proved beneficial for all students, significantly enhancing engagement regardless of their backgrounds. However, while teacher practices were consistent, student responses varied. The results indicate that CR-S practices did not yield uniform engagement across all students, with engagement levels influenced by factors such as learning preferences, emotional states, and personality differences. Additionally, cultural sharing and group collaboration emerged as effective strategies for increasing student engagement and fostering a sense of community in the classroom. Despite the overall benefits of CR-S education, ELLs demonstrated lower engagement levels compared to their native English-speaking peers. These findings highlight both the promise of CR-S education and the need for further differentiation tailored to the specific needs of ELLs.