TITLE:  More Than an Intervention: Relationship-Building, Culture, and Language in WIN Classrooms: An Autoethnographic Study with Multilingual Learners and Students of Color

ABSTRACT: Relationship-building strategies used during culturally and linguistically responsive WIN (What I Need) sessions, with a focus on Multilingual Learners (MLLs) and students of color, often in informal and inconsistent spaces, were examined in this autoethnographic study. I grounded my work in literature on culturally and linguistically responsive teaching, multilingual learners, student engagement, and relational pedagogy, which highlights belonging, identity, and the impact of teacher–student relationships. By reviewing personal notes, reflections, and everyday student interactions, I was able to see how these strategies were implemented and how they shaped both student experiences over time and my own growth as a pre-service MLL teacher. I found that consistency, humor, visuals, and allowing students space to unmask supported engagement and built trust, though students carrying more complex needs did not always respond in the same way as peers with fewer stressors outside of school. These findings suggest that relationship-building strategies must be flexible and responsive to students’ varied life experiences. While this study is limited to my own lived experience, it offers a starting point for educators seeking deeper connections with their students and is worthy of continued exploration.

COMPLETED:  December 2025