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Multilingual learners, some of whom are also new immigrants to the United States, are a growing demographic in our K-12 public schools. Unfortunately, multilingual learners find limited academic opportunities in our public schools. This research explores the opportunity gap for our culturally and linguistically diverse students, the positionality of art educators and their capacity to create interdisciplinary connections with their colleagues, and the power of those collaborations. This study focuses on this work in three different Connecticut districts at the elementary and secondary levels. Student artwork, reflections, community exhibits, and the connections of parents and families with the greater community attest to the power of this promising practice in promoting linguistic democracy in our public schools.

0 citations (Crossref) [2023-10-31] _eprint: https://doi.org/10.1080/19313152.2022.2081285