PhD Dissertation

Empowering Multilingual Learners through Culturally Responsive Pedagogy and Arts-based Learning in Burkina Faso


This dissertation explores how culturally sustaining pedagogy and Arts-Based Learning can engage multilingual learners of English as an Additional Language (EAL) in Burkina Faso . This research emphasizes incorporating local cultural elements and learners' linguistic backgrounds into the EAL curriculum to address the challenges learners face due to limited classroom interactions (Somé-Guiebré, 2020) cultural representation monolingual instructional strategies (Ndlangamandla, 2024). The study integrates culturally relevant materials, such as theater, slam poetry, and griot-style storytelling, to create an engaging and inclusive learning environment. The study utilizes a qualitative approach, incorporating classroom observations and pre- and post-workshop interviews of selected teachers and students, analyzed using MAXQDA 24. This methodology investigates how culturally sustaining pedagogy and Arts-Based Learning engage EAL students in Première and Terminale classes. The research aims to improve EAL learning, student engagement, and cultural appreciation by employing arts-based methods and fostering a classroom setting that values linguistic diversity and cultural heritage. The investigation focuses on teacher and student perspectives to explore this blended approach to empower multilingual learners in Burkina Faso. The findings purport to inform classroom practices that honor linguistic and cultural diversity, thereby enhancing learning experiences and addressing systemic inequities in postcolonial education settings as well as immigrant students of African descent


Arts-Based Learning, Burkina Faso, Culturally Sustaining Pedagogy, Multicultural Education, Multilingual Education, Linguistic Diversity