Beyond the Surface: Navigating Students’ Identities through the ABC’s Model

In our contemporary multicultural society, Canadian schools face the complexities presented by a diverse immigrant demographic. Traditional ways of teaching often made multilingual students, either newcomers or second-generation immigrants, feel left out, which made it hard for them to grow academically and develop their sense of self. To address this, educators are increasingly turning to culturally responsive pedagogies that celebrate and affirm diverse cultural backgrounds. This research introduced an intervention designed for sixth-grade students, with the objective of fostering self-awareness, celebrating diversity, and promoting identity exploration through narrative and multimodal approaches. While the project was conducted in a regular classroom setting with the involvement of all students, the primary emphasis was on students from diverse backgrounds, including newcomers to the country categorized as English Language Learners (ELLs) and second-generation immigrants. The study was guided by Ruggiano Schmidt's ABC’s model of cultural understanding and communication (1998), which stands for autobiography (A), biography (B), and cross-cultural comparison (C), to evaluate its influence on the development of personal identity. The aim was to cultivate a classroom environment that welcomes diversity and nurtures a sense of belonging. This study explored two research questions: (a) How does the ABC’s model support Grade 6 students from diverse backgrounds, including newcomers or children of immigrant families, in navigating students’ personal identities? (b) What are the affordances of a multimodal approach to exploring students’ personal identities? Employing an action research approach, I collaborated with a sixth-grade teacher to co-design a multimodal ABC’s project for implementation in the classroom. After the implementation phase concluded, I analyzed and reflected upon my observations and students’ final products. The findings were discussed based on the theoretical framework that guided the study: critical literacy and sociocultural perspectives. These theories emphasize that learning happens through conversation in a social setting and that literacy is deeply connected to culture, an understanding that was evident throughout the project. Students reflected on personal experiences such as language, names, special places, childhood stories, and important people in their lives. This reflection enabled them to value their personal identities and recognize the significance of their cultural and linguistic backgrounds. Through collaborative dialogue and peer interactions, students found meaningful connections across differences. They came to understand that they do not need to conform to the dominant culture to feel a sense of belonging; rather, their true selves are appreciated and valued. The ABC’s model offered students a framework for understanding both themselves and others, contributing to stronger interpersonal connections and a more inclusive classroom culture. Ultimately, this project demonstrated how culturally responsive, multimodal pedagogies can empower students, promote mutual respect, and foster lasting bonds among classmates.

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