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Abstract

Multilingual learners who are autistic bring multiple identities to the classroom (e.g., multilingual, disability). These multiple identities contribute to their funds of knowledge. Teaching to their multiple identities individually and how they interact involves planning and implementing techniques (e.g., asset mapping, surveys) to learn each student’s unique funds of knowledge. In doing so, teachers engage in culturally and linguistically sustaining instruction that acknowledges students’ multiple identities. Therefore, this paper aims to expand the existing literature by highlighting the significance of the funds of knowledge framework in improving the outcomes of multilingual learners who are autistic by providing tools for educators. Specifically, this paper provides and describes multiple ways teachers can recognize and respond to students’ funds of knowledge and center students’ cultural and linguistic capital in their teaching.

Keywords

funds of knowledge multilingual learners with disabilities culturally and linguistically sustaining practices multilingual learners who are autistic

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Funds of Knowledge: Enhancing Culturally Sustaining Practices for Multilingual Learners Who Are Autistic

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Keywords

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