Abstract
Museums, as cultural institutions, play a vital role in fostering inclusivity and accessibility for all visitors, including English Language Learners (ELL). This guidebook, inspired by insights from a course on Cultural Linguistic Diversity, explores how museums can implement practices that support ELL visitors. Rooted in scaffolding theory, the guidebook emphasizes temporary supports that enhance meaning-making and learning within museum environments. Key recommendations include leveraging culturally relevant artifacts, interactive labels, and multilingual resources to create accessible exhibitions. Hands-on engagement with artifacts is highlighted as an effective method for connecting prior knowledge with new learning, fostering deeper understanding. The guidebook also underscores the importance of providing pre- and post-visit resources, such as vocabulary packages and digital tours, to reduce anxiety and enhance engagement for ELL visitors. Additionally, examples of successful museum initiatives, such as the J. Paul Getty Museum’s culturally relevant programming and the Buffalo History Museum’s “Museum Introduction Program,” illustrate practical applications of these strategies. These programs demonstrate how exhibitions can embrace diversity and encourage ELL visitors to engage meaningfully with their cultural and linguistic identities. This guidebook is a call to action for museum professionals to integrate equitable, diverse, and inclusive practices into all facets of their work, ensuring that museums, galleries, and science centers become welcoming spaces for learning, dialogue, and cultural connection for ELL visitors and their communities.
Presenters
McKenna JacksonHistorical Interpreter, Community Services, Whitchurch-Stouffville Museum, Ontario, Canada
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
English Language Learners, Visitors, Education, Multilingualism, Museums, Culture, Ethnicity, Diversity
