This paper presents culturally responsive curriculum development for English language learners through the lens of the student and their cultural identity. The research presented in this paperdemonstrates the critical nature of developing English language skills through a connection tothe cultural identity of the learners. The significance of imbuing cultural identity in the process of learning English is relevant to all stratas of second language curriculum and instruction. This research demonstrates how culturally responsive curriculum can be guided by the needs of the language learner. These lesson plans are an unique example of emic-driven second language acquisition that produce inspired learners.