Abstract
English Language Learners (ELL) with disabilities face complex educational experiences due to their limited English-speaking ability, coupled with their unique learning challenges. Often, they are viewed from a deficit rather than an asset perspective, leading them to feelings of isolation and marginalization. Providing opportunities to engage in transformative learning experiences, ELL students with disabilities can experience a sense of belonging and empowerment in educational endeavors. Hip-hop can offer dynamic opportunities for ELL students with disabilities by creating an inclusive, affirming space that validates diverse linguistic and cultural backgrounds. Through Hip-hop cyphers, rap battles, and collaborative songwriting, students can grasp new vocabulary, syntax, and pronunciation. Furthermore, Hip-hop nurtures confidence and self-expression, providing students with disabilities and multilingual learners a platform to amplify their voices. In this paper, we provide strategies for educators interested in utilizing Hip-hop to promote a sense of belonging and community among students with disabilities and their peers.
DOI
10.5703/1288284318656
Keywords
English Learner, Disability, Hip Hop, Belonging, Inclusion, Accessible Strategies
Date of this Version
8-3-2026
Recommended Citation
Perez, Ebony Nicole and Rivera-Singletary, Georgina
(2026)
"Ábreme la Puerta y Entraré: Utilizing Hip Hop Pedagogy to Build Community for English Learners with Disabilities,"
Journal of the Arts and Special Education: Vol. 6
:
Iss.
2,
Article 6.
DOI: 10.5703/1288284318656
Available at:
https://docs.lib.purdue.edu/jase/vol6/iss2/6
Included in
Accessibility Commons, Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons
