Date of Award
9-18-2026
Document Type
Thesis
Degree Name
Master of Arts in Education
Department
Education
Program
Educational Leadership
Capstone Instructor
Dr. Brian Boothe
Second Reader
Professor Theresa Marty
Keywords
culturally responsive practices, linguistically responsive practices, multilingual learners, Multi-Tiered Systems of Supports
Abstract
This literature review examined how educational leaders can implement culturally responsive practices to support multilingual learners, improve academic achievement, encourage a sense of belonging, and advance equitable educational outcomes. A total of sixteen qualitative, quantitative, and mixed-methods studies were reviewed, along with two conceptual studies that provided additional guidance. Three recurring themes emerged: culturally and linguistically responsive practices, professional development, and Multi-Tiered Systems of Supports (MTSS). The research suggested that multilingual learners were best supported when educators viewed students’ languages, cultures, identities, and lived experiences as academic assets and integrated these resources into instruction. Findings also showed that professional development was most effective when it was sustained, collaborative, reflective, and connected to classroom application, rather than through isolated workshops. The research concluded that within MTSS, equitable decision-making required the review of multiple sources of evidence, culturally and linguistically responsive assessment, collaboration among staff, and continued progress monitoring. Throughout the literature, educational leadership emerged as the connecting piece between these three themes. Educational leaders can improve outcomes for multilingual learners by aligning instructional expectations, professional learning, assessment, intervention, and family engagement within schoolwide systems. Additional research is needed on long-term implementation, student and family perspectives, and valid MTSS assessments that are culturally and linguistically responsive.
Keywords: culturally responsive practices, linguistically responsive practices, multilingual learners, Multi-Tiered Systems of Supports