The number of English Language Learner students is rapidly rising. Yet, our understanding of how to provide culturally and linguistically responsive teaching to these diverse populations of students remains limited. Research has shown that incorporating students' cultural knowledge and home languages in the instruction and treating them as assets enhances learning. However, enacting such a pedagogy in classrooms with diverse backgrounds remains challenging, especially when there is a mismatch between the teachers' linguistic and cultural background and those of the students. This study investigates the asset-based practices of an ESL teacher in teaching English and content to her diverse students. It also examines how multilingual liaisons in this class support the teacher in teaching as well as directly interact with and teach the students through an asset-based stance. Furthermore, it addresses a gap in the literature by amplifying refugee students' voices regarding how they perceive their educational experiences by involving them in the research process and collecting data that students themselves generate and ascribe meaning to. Data were collected over six months (January to June 2022) in an ESL classroom at a midsize suburban public elementary school. Participants included a White teacher identifying as a woman, two multilingual liaisons, and eight refugee students aged 7 to 11. Using a qualitative case study design combined with rights-based research approaches with children, I observed naturally occurring classroom activities and interactions, supplemented by video-recordings, fieldnotes, semi-structured interviews, as well as educational artifacts and students' worksheets and artistic creations. Data were analyzed iteratively, including logging video and audio files, transcription of data, multiple cycles of qualitative coding, and student-led analysis of data they generated. My findings revealed that the ESL teacher incorporated multicultural and multilingual literature into her teaching based on her knowledge of the students' identities, interests, and cultural and linguistic backgrounds. She connected the lessons and discussion to students' backgrounds, creating opportunities for students to discuss the literature from their own perspectives and promoting empathy and respect through these discussions. However, challenges also arose in enacting a translanguaging and culturally responsive pedagogy, in that she struggled to shift her perspective to align with students' cultural understandings and in her lack of understanding of what students discussed in their home languages and leveraging those discussions in students' home languages for enhanced learning. The multilingual liaisons provided culturally responsive individualized support, fostering academic and social emotional growth. They implemented culturally responsive teaching and translanguaging, and did cultural brokering to create an inclusive, respectful, and empathetic environment for students. However, their enactment of culturally and linguistically appropriate pedagogy was constrained due to reasons such as time constraints, teaching to the test, and the urgency felt by the teachers for students to learn English fast. Students appreciated the inclusive classroom and school environment, which showcased flags, maps, and other cultural elements, as well as the cafeteria food that was prepared based on their cultural needs in mind. Additionally, they appreciated the aspects of the curriculum that incorporated multilingual and multicultural children's literature and created opportunities for multiple ways of self-expression and ways to connect the classroom world to the outside world such as through field trips. Finally, this study presents a model of culturally responsive teaching for students from diverse cultural and linguistic backgrounds using multicultural literature, capturing the essential practices and the positive effects of practicing an asset-based culturally responsive pedagogy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]