This qualitative study examined four Belizean primary teachers' multilingual pedagogies in language arts instruction. The research question, what multilingual pedagogies did Belizean primary teachers use in the Language Arts classrooms guides this multiple case study. Using a thematic analysis in the data analysis process results in the development of four themes across the cases. The findings revealed that the teachers used multimodal and translanguaging pedagogies to facilitate multilingual students' meaning-making processes. Through language teaching partnerships, the teachers positioned students as agents of their own learning and others' learning. The teacher enacted these multilingual pedagogies with an ethic of care that includes responsibility for their students' emotional well-being. The study makes recommendations for teachers and educators who chose to use multilingual strategies including incorporating multimodal representations of content in various modes, teachers using their multilingual skills to convey meaning, and fostering peer-teaching among students across multiple languages. The study highlights the importance of using students' full cultural and linguistic resources in language arts teachings for students to experience meaningful growth in their literacy lives. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]