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5. What else can you share about your school's culturally responsive-sustaining practices?

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4. Have you been inspired to make any changes in your own practices?

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3. What could your school improve in terms of culturally responsive-sustaining practices?

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2. What do you think your school does very well in terms of culturally responsive-sustaining practices?

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1. What stood out to you the most as you collected photos for this project?

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7. What else can you share about your school's culturally responsive-sustaining practices?

One of my favorite culturally responsive-sustaining activity at our school is Diversity Day, a three-period assembly dedicated to celebrating the rich cultural backgrounds of our students. This year’s theme, Cultural Kaleidoscope, highlighted the beauty of diverse perspectives through student-led performances and creative expressions. During the assembly, students shared original and famous poems, displayed artwork, performed cultural dances and songs, and showcased musical pieces that reflect their heritage. This event allows students to see themselves represented on stage and fosters a sense of belonging within the school community. Additionally, the teacher who organizes Diversity Day created a digital gallery featuring student-created content. Teachers use this resource for activities such as a gallery walk or a cultural speed interview, encouraging meaningful discussions about identity and heritage in the classroom.

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6. How are different cultures reflected around the school?

Different cultures are represented in our school in a variety of ways. Throughout the year, the hallways are decorated to celebrate diverse holidays such as Lunar New Year, Diwali, and Eid, with cultural symbols, student artwork, and informational displays. During World Languages Week, each hallway is dedicated to a different language, featuring decorations and visuals that highlight the language and culture it represents. Music from various cultures is also played during these celebrations. Moreover, the ENL program fosters cultural representation by showcasing student voices. One notable example is a book created by past ENL students (as seen above), which includes personal stories about their immigration journeys, schooling experiences, and cultural backgrounds. This book is shared with incoming students, helping them connect with peers who have gone through similar experiences. This also reinforces the value of diverse identities within the school community.

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5. Does the cafeteria consider dietary requirements of different cultures?

The cafeteria offers a variety of meal options, but it does not fully accommodate the dietary requirements of different cultures. While there are some vegetarian choices, such as grilled cheese, pretzels, veggie burgers, and PB&J, the menu is heavily centered around chicken and beef, which may not be suitable for students who follow halal, kosher, or vegetarian diets. Additionally, there are no explicitly labeled halal or kosher options, nor do there seem to be meals that cater specifically to students who avoid certain meats for religious or cultural reasons. I believe the overall selection could be more inclusive by offering more plant-based substitutes and culturally representative dishes.

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4. Does your school have a multilingual ecology? Where can this be found?

My district has a multilingual ecology that is evident throughout the school community. In our library, the World Languages section offers books in multiple languages, as well as bilingual and translingual texts that reflect the diverse linguistic backgrounds of our students. Additionally, our curriculum has some supplemental texts, such as Finding Junie Kim, which reflects our student population better than To Kill a Mockingbird would. Beyond literature, multilingualism is present in school decor, communications, and resources, ensuring accessibility for all students and their families. Our school embraces linguistic diversity, creating an environment where students' home languages are valued and represented. Throughout diverse holidays such as Lunar New Year, Ramadan, Eid and other holidays, our school will be decorated accordingly, as well as music reflective of the culture or holiday will be played as well.

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3. Does your school provide communication with families in multiple languages? If so, how?

My school provides communication with families in multiple languages to ensure inclusivity and accessibility. Our district website offers a language translation feature, allowing families to easily navigate the site in their native language. Also, we have translators available throughout the school who assist with meetings, school-wide events, and extracurricular activities, helping families feel welcomed and involved in the school community. It’s also common for students to accompany their families and assist with translations, further fostering a sense of connection and support.

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2. Does your school have translingual texts? Where are they?

Yes, our school has translingual texts, which can be found in the library’s World Languages section. This section offers books in multiple languages, as well as bilingual and translingual works that incorporate more than one language within the text. However, there are only a few translingual texts within the curriculum. For example, The House on Mango Street includes Spanish expressions throughout the text, while Never Fall Down is written in broken English and incorporates Khmer, reflecting its setting during the Cambodian Genocide.

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1. Does your school have multilingual texts? Where are they?

Yes! Our school provides multilingual texts in the library, allowing students to access independent reading books in their native language. In addition, some of the core texts taught in the English department are available in translated versions and modified English editions. Students also have access to Sora, a digital reading platform that offers books in multiple languages. If a specific book is not available, they students and teachers can request it from our librarian.