Empowering Multilingual Learners Through Culturally Sustaining Pedagogy and Arts-based Learning in Burkina Faso

Authors

Inoussa Malgoubri, University of Nebraska-LincolnFollow

First Advisor

Theresa Catalano

Degree Name

Doctor of Philosophy (Ph.D.)

Committee Members

Amanda Morales, Elizabeth Enkin, Lydiah Kiramba

Department

Educational Studies (Teaching, Curriculum and Learning; and Innovative Learning Technologies)

Date of this Version

2-2025

Document Type

Dissertation

Citation

A dissertation presented to the faculty of the Graduate College at the University of Nebraska in partial fulfillment of requirements for the degree of Doctor of Philosophy

Major: Educational Studies (Teaching, Curriculum and Learning; and Innovative Learning Technologies)

Under the supervision of Professor Theresa Catalano

Lincoln, Nebraska, 2025

Comments

Copyright 2025, Inoussa Malgoubri. Used by permission

Abstract

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. The research emphasizes the incorporation of local cultural elements and learners' linguistic backgrounds into the EAL curriculum to address challenges such as limited classroom interactions (Somé-Guiebré, 2020) and monolingual instructional strategies with inadequate cultural representation (Ndlangamandla, 2024). This qualitative study integrates culturally relevant materials, including Forum Theater, slam poetry, and griot-style storytelling, to create an engaging and inclusive learning environment. Data consisted of observation, images from arts-based workshops and pre- and post-workshop interviews with selected teachers and students from Première and Terminale classes (~11th and 12th grades) in a Burkinabe high school. The data were analyzed thematically using MAXQDA 24. Findings show that students experienced increased engagement, improved linguistic confidence, the beginnings of the development of critical cultural awareness and critical consciousness, and greater cultural appreciation when culturally sustaining pedagogy and arts-based methods were employed. Teachers also reported a shift towards more facilitative and inclusive teaching practices. The research suggests that incorporating local cultural practices can not only enhance learning experiences but also empower multilingual learners by addressing systemic inequities in postcolonial education settings, particularly among immigrant students of African descent.

Advisor: Theresa Catalano

Recommended Citation

Malgoubri, Inoussa, "Empowering Multilingual Learners Through Culturally Sustaining Pedagogy and Arts-based Learning in Burkina Faso" (2025). Dissertations and Doctoral Documents from University of Nebraska-Lincoln, 2023–. 266.
https://digitalcommons.unl.edu/dissunl/266