Abstract
Engaging struggling learners in the language arts classroom can be an uphill battle. For these students, the traditional school canon of literature may lack meaning and relevance. This article details research on culturally relevant practices in the eighth-grade language arts classroom. These practices include the selection and utilization of culturally relevant texts, scaffolding with popular culture, the incorporation of new literacies, and instructional focus on students making personal connections with classroom content. The paper focuses on the use of songs and music videos in the secondary classroom and the impact of these practices on student engagement and achievement.
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