Supporting the Language Development of Limited English Proficient Students through Arts Integration in the Primary Grades

Brouillette, Liane

doi:10.1080/10632913.2012.656494

Cited by 25 publications

(20 citation statements)

References 24 publications

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“…However, because of its potential lack of precision in assessing oral language, we believe that using the CELDT underestimates our results. Previous analyses of teacher interview and focus group data supports this, suggesting that ELs who participated in TAP activities showed large improvements in oral language skills (Brouillette, 2011(Brouillette, , 2012a(Brouillette, , 2012b. Taken in conjunction with these qualitative findings, the impact of TAP for ELs may be more robust than the current study suggests.…”

Section: Limitationssupporting

confidence: 73%

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Effect of a Performing Arts Program on the Oral Language Skills of Young English Learners

2014

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Although English oral language proficiency in the primary grades is critical to the literacy development of English learners (ELs), we know little about how to foster these skills. This study examined a yearlong K-2 drama and creative movement intervention. A randomized experimental design ( N = 5,240) was used to address two research questions: (1) Did participating ELs perform better on oral language assessments than those who did not receive the intervention? (2) Was the impact of the program moderated by students' baseline English-language skills? Student speaking and listening skills were measured using the California English Language Development Test. The treatment group ( N = 902) outperformed controls ( N = 4,338) on speaking assessments. ELs with the most limited English speaking abilities at baseline benefited most from the program.

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Section: Limitationssupporting

confidence: 73%

“…Qualitative analyses of interview and focus group data have indicated that TAP benefited all students' language skills and comprehension, with particular benefits evident for ELs (Brouillette, , , ). Other prior research has shown increased engagement for students who participated in TAP (Hinga et al., ).…”

Section: Present Studymentioning

confidence: 99%

Effect of a Performing Arts Program on the Oral Language Skills of Young English Learners

2014

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“…Naturally, the age of the students will determine the extent to which the above definition is applied and expected. A useful tool when increasing the word decoding ability of young learners is to incorporate music and song into the lesson because music allows children to hear the language patterns, rhythm, and structure of a language [23]. Perhaps music, song, and circle time are less conventional models of conversation interaction, but they are important because they create connections between the words being heard and the meaning that the words convey, thus adding to the comprehension of the learner [24].…”

Section: Introductionmentioning

confidence: 99%

Listening to Young Children: Applying Montessori’s Method to English as an Additional Language (EAL) Education

Aktas

2017

IJEEDU

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Abstract:Increasing globalization means that many families are moving into English speaking environments, and so too are their young children. To date, research on English as an Additional Language (EAL) education has largely been focused on primary, secondary, and post-secondary schooling. EAL research should include preschool aged children, since this group is also a part of the globalization trend. Likewise, discourse in education surrounding social justice has largely focused on older student groups. Here, the focus is on preschool aged children, bridging the gap between globalization, EAL education, and social justice disciplines. The action research conducted here employed the Montessori Method to promote a socially just learning environment for young preschool EAL children that focused primarily on experiential learning. Data analysis of the Teaching English to Speakers of Other Languages (TESOL) checklists, used to monitor language progress, indicates that such an educational pedagogy has a positive outcome for English development when social justice is placed in a prominent role in the education process. The education being provided in this study sought to establish that socially just EAL education can be provided, but that the educator must take on the role of a listener in order for this educational model to be successful. This application seeks to give even the youngest of students a voice in their education, without jeopardizing the rate at which English is acquired.

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“…Further, some studies have compared standalone arts programs with programs that integrate concepts and skills from the arts into other academic areas. They reveal that the most powerful effects are found in programs that integrate the arts with the core curricula (Brouillette, 2012;Eger, 2015;Pruit, Ingram & Weiss, 2014;Sousa, 2006). Arts integration, research shows, prompts both students and teachers to rethink how they regard arts instruction and create conditions that are ideal for learning (Sousa, 2006).…”

Section: Why Arts Education?mentioning

confidence: 99%

“…Other studies, which examined the impact of arts integration, a teaching method that uses the arts to teach non-arts subject matter, indicated that infusing arts learning into other content areas reinforced non-arts learning and had an increased impact on overall student achievement (Brouillette, 2012;Pruit, Ingram & Weiss, 2014).…”

Section: Introduction: the Power Of The Artsmentioning

confidence: 99%

Examining the Role of Arts Education Partnerships in Sustaining Arts Programs in California Elementary Schools

Bauguil¹

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This study investigated three arts education partnerships in California elementary schools. The research questions that guided the inquiry were exploratory in nature and intended to reveal the day-today functioning of these partnerships, the challenges they faced, and the factors that contributed to their success, through the recounted experiences of the various institutional actors involved. The participants (n=21) comprised school principals and teachers, arts organizations administrative staff, and teaching artists. Qualitative inquiry methods (in-person interviews, classroom observations, and review of relevant documents) were used to analyze the data. The findings showed that the schools' administrators and faculty appreciated the arts residencies, and they reported the programs' positive impact on students. Despite many benefits, the arts partnerships held a small place in the schools' life: the arts programs were considered supplemental to the core curriculum at one school, rather than being fundamental to student learning, and the two other partnerships reached only one grade level (second grade). The study uncovered several ongoing challenges: lack of proper facilities for the residencies, finding the right teacher-teaching artist match, and inconsistencies in the arts programs. The findings also demonstrated that the teacher-teaching artist relationship was key for the programs' success. The study concluded with a discussion of recommendations for practice and future research. v ACKNOWLEDGEMENTS This dissertation is the culmination of a long journey, through which I have grown professionally and personally. Many people have accompanied me along this path and believed in me. I am forever thankful for their support. My deepest gratitude goes to the College of Education faculty for accepting me into the program, and for trusting me to complete this journey. Thanks, also, to my professors for their help and their dedication to seeing me succeed. I appreciated the diverse opinions and perspectives they presented. There was something to take away from each and every class, and my practice was made better because of this program.

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Supporting the Language Development of Limited English Proficient Students through Arts Integration in the Primary Grades

Cited by 25 publications

References 24 publications

Effect of a Performing Arts Program on the Oral Language Skills of Young English Learners

Effect of a Performing Arts Program on the Oral Language Skills of Young English Learners

Listening to Young Children: Applying Montessori’s Method to English as an Additional Language (EAL) Education

Examining the Role of Arts Education Partnerships in Sustaining Arts Programs in California Elementary Schools

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