Supporting Multilingual Learners Through Inclusive and Culturally Responsive Language Instruction

Level of Education of Students Involved

Undergraduate

Faculty Sponsor

Dr. Natalie Krivas

College

College of Arts & Sciences (CAS)

Discipline(s)

Linguistics, English Language Learning, Education

ORCID Identifier(s)

Jacqueline Ruiz, 0009-0000-8946-5581; Ilyas Buarish, 0009-0005-9041-3339

Presentation Type

Oral Presentation

Symposium Date

Spring 4-30-2026

Abstract

Social engagement plays a key role in the language learning process, as emotional, cultural, and psychological factors influence a student's learning experiences. Educators who can establish a positive and supportive teaching environment, along with trust, can most effectively help a student acquire a second language. This study followed one adult Indonesian English language learner with intermediate proficiency experiencing fossilization with verbal expression and explored how cultural identity and affective barriers affect language learning. Drawing from theories related to second language acquisition and sociolinguistics, the study examines how the learner's barriers, including those related to the affective filter, were influenced by both positive and negative sociocultural experiences. This case study followed the learner over a period of six months, involving in-person and virtual tutoring. Data were collected through observations, interviews, and notes to identify patterns and themes related to key affective factors such as intrinsic motivation, identity, self-criticism, and anxiety. A recurring theme revealed that identity, shaped by personal culture, beliefs, and social experiences, significantly influenced the learner's language acquisition, often raising the affective filter and limiting verbal fluency. Findings suggest that beyond cultural awareness alone, adaptive and relational instructional practices were critical in reducing barriers. Adapting learning modalities to the learner's context, fostering trust through compassionate and authentic interaction, and increasing the relevance and complexity of content through layered learning, supported deeper engagement for this language learner looking to level up their verbal proficiency. These approaches enabled the learned to move beyond persistent affective and linguistic barriers, including fossilization.

Biographical Information about Author(s)

Jacqueline Ruiz and Ilyas Buarish are students at Valparaiso University pursuing degrees in Education, TESOL, and English. Ilyas is a senior pursuing a Bachelor's degree in English with a TESOL minor and is interested in a teaching or translating career in his hometown of Saudi Arabia or the United States. As a past language learner, he understands cultural and societal challenges in language acquisition. He has also volunteered at the multicultural education facility at Compass in Valparaiso, IN.

Jacqueline Ruiz is a junior pursuing a Bachelor's degree in Elementary Education with a TESOL minor and plans to return to teaching. As a former TESOL student, she understands the learning needs of ELLs and MLLs. As a non-traditional student, she has four years of classroom experience working with elementary students and has developed skills in effective lesson planning and instruction.

Together, they are committed to supporting English language learners through inclusive and culturally aware teaching practices. 

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