From Math to ELA: Can a Community Cultural Wealth Pedagogical Framework Transfer Across Disciplines?

ABSTRACT This qualitative case study explored how four high school English Language Arts teachers engaged with a Community Cultural Wealth (CCW) pedagogical framework originally developed for mathematics instruction. Teachers participated in a workshop series that introduced them to an empirically‐derived CCW pedagogical framework and explored its application to ELA contexts. Through semi‐structured interviews, we analyzed teachers' descriptions of their implementation of specific CCW practices and shifts in their reported pedagogical beliefs. Teachers reported leveraging multiple forms of capital, particularly social, linguistic, familial, and navigational, through practices like peer collaboration, heritage projects, and student‐generated learning tools. Teachers also reported shifts from deficit‐oriented, teacher‐centered instruction toward asset‐based, student‐led pedagogy. Teachers valued the CCW framework for providing concrete practices that legitimized asset‐based approaches. These findings suggest that the CCW pedagogical framework may serve as a practical guide for bridging theory to practice in assets‐based pedagogy across disciplines.