Culturally and Linguistically Diverse (CLD) Learners' Cultural Identity and Its Connection to Learner Motivation

Abstract

Culturally and linguistically diverse (CLD) learners, students whose heritage languages are not English and whose cultural backgrounds differ from the dominate culture, represent the fastest growing student population in the U.S. schools. Data has shown CLD learners consistently underperform academically compared to their white peers. This study examined the connections between CLD learners’ cultural identity and their learning motivation. This study employed a qualitative, narrative approach. Data was gathered through semi-structured interviews with three purposefully selected participants. Four research questions framed this study: (1) How do CLD learners’ affirmation of their cultural knowledge and their level of cultural knowledge fluency relate to learning? (2) How does CLD learners’ sense of cultural membership relate to learning? (3) How does CLD learners’ social connections within their own heritage culture relate to learning? (4) Are there connections between CLD learners’ cultural identity and their learning motivation? The participants’ narratives illustrated their learning motivations are affected by (1) the cultural expectations placed on them, (2) their personal aspirations, (3) the learning environment, (4) the social connections at school, and (5) the ease and accessibility of the academic content. These above factors which influence the participants’ learning motivation are connected and impacted by their identity in their respective heritage culture as we learned that cultural expectations and the social-historical events impacted the participants’ academic expectations and aspirations for themselves which, in turn, motivated them to learn. The participants’ narrative also illuminated the motivating power of a culturally relevant learning environment where meaningful connections are made and where they can find emotional support and equitable and accessible academic content.