Abstract
This study is to examine the impact of teaching multicultural children’s literature integrated with culturally responsive teaching model on children’s English reading ability and aspects of children’s responses to multicultures. Three multicultural children and two general children participated in this longitudinal study. Small group essons were conducted for 12 months. Qualitative research method was adopted for analyzing data. The data were collected from interviews, work samples, classroom conversation and reading records, classroom observation and field notes. The result of this study revealed that the lessons helped the participants enhanced their English reading ability and interest. The lessons could also be scaffolds for them to understand diverse cultures, respect differences, overcome cultural prejudices, and broaden their world views. Especially, multicultural children have been empowered by bringing their cultural assets to class and shared their empathetic feelings rooted from marginalized experiences.
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