Worlds Together ... Words Apart: An Assessment of the Effectiveness of Arts-Based Curriculum for Second Language Learners

Spina, Stephanie Urso

doi:10.1207/s1532771xjle0502_3

Cited by 12 publications

(3 citation statements)

References 21 publications

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“…In Spina (2006), two groups of fifth-grade ELs took part in a study focusing on the impact of an arts-based curriculum. Participants were divided into two groups: those who were taught using an arts-based curriculum and those who were taught using traditional English as a second language (ESL) methods.…”

Section: The Role Of Aesthetics and The Arts In Teaching English Learmentioning

confidence: 99%

“…Research suggests that keeping ELs engaged requires providing them with work that is continually motivating and challenging without forcing them to depend on language alone to construct meaning (Cummins, 1981;Eubanks, 2002;Spina, 2006;Zwiers, 2004). As McGuire (1984) has asserted, an approach that makes use of the arts can allow students to form new associations and meanings based on innovative experiences.…”

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confidence: 99%

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Integrating Aesthetics Into Professional Development for Teachers of English Learners

Murphy¹

2013

TESOL Journal

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The emphasis on testing in curricular content areas has left little room in most U.S. schools for education in the arts. Yet research supports the pedagogical value of aesthetic education, particularly for English learners (ELs), whose representation in schools continues to increase. This article presents a qualitative action research study intended to contribute to the understanding of the impact of incorporating aesthetic education into the training protocol for teachers of ELs. Twenty-three graduate education students at a private university in Queens, New York, participated in an artist-led workshop rooted in the aesthetic education theories of Maxine Greene (1995, 2001, 2007) and structured around the four-stage knowledge acquisition schemas of Torbert (2006) and Heron and Reason (2006). Thereafter, the trainees experimented with using arts-based lessons in their own classrooms, which included ELs. Interviews conducted after the workshop and again after the practice attempts showed that participants gained confidence and facility in integrating arts and aesthetics into their teaching. Participants' reflections also support research that suggests that arts-based education is an excellent means to develop the cognitive, linguistic, and cultural abilities of ELs. These findings are supplemented with recommendations for implementation and with a sample rubric for an EL-friendly aesthetic education unit.

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Section: The Role Of Aesthetics and The Arts In Teaching English Learmentioning

confidence: 99%

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confidence: 99%

Integrating Aesthetics Into Professional Development for Teachers of English Learners

Murphy¹

2013

TESOL Journal

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“…• Arts-based instruction can establish cognitive links to language, and develop the observation, cognitive, linguistic, and cultural abilities of English learners (Andrzejczak, Trainum, & Poldberg, 2005;Coleman, 2011;Hruby et al, 2011;Murphy, 2014;Spina, 2006). Purposefully designed artsbased language activities can generate conversation, expand vocabulary, and encourage English learners to communicate ideas and feelings, thus fostering their creative, critical thinking, and communication skills (Albers et al, 2011;Murphy, 2014).…”

Section: Generic and Language Skills Developmentmentioning

confidence: 99%

English Activation Through Art: Tensions and Rewards

Choi

2016

TESOL Journal

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This article describes a unit of work framed by a rationale for activating English language learning through arts‐based practices that are suitable for preservice teachers who are nonnative speakers of English (seeking certification for teaching English as a second language). Because teachers of English are expected to use language arts to promote reading and develop their students' critical thinking skills and creativity, it is essential for them to be equipped with a repertoire of linguistic and cultural resources when they prepare to teach. In response to the frequent incongruity of teacher education with classroom reality, the sample unit of instruction offers practical and interactive activities together with prompts that teachers of English can adapt for their own curricular purposes. Vocabulary and linguistic structures are suggested in the unit plan in order to model effective and autonomous arts‐based classroom teaching. This article contributes to the field through practice‐oriented theorising about arts‐based instruction, which can be unified with academic language development to promote creative teaching and meet the standards‐based needs of the classroom.

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Activist Theatre andTESOL

Murray

2018

The TESOL Encyclopedia of English Language Teaching

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This entry discusses the common advocacy groundwork shared by TESOL and applied drama/theatre in classrooms. Because theatre is frequently viewed as extracurricular, research and practice suggest highlighting both the natural synergy of multimodal language learning and the embodied art form of theatre as well as theatre's legitimate utility in a culturally responsive, multimodal, situated learning context. Recommendations center around fostering an authentically diverse communication terrain where process‐oriented theatre approaches help the English language learning environment be a space that embraces play, trusts embodied ways of knowing, honors story in conversation with identity, welcomes project‐based inquiry, and acknowledges varied teacher pathways.

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Worlds Together ... Words Apart: An Assessment of the Effectiveness of Arts-Based Curriculum for Second Language Learners

Cited by 12 publications

References 21 publications

Integrating Aesthetics Into Professional Development for Teachers of English Learners

Integrating Aesthetics Into Professional Development for Teachers of English Learners

English Activation Through Art: Tensions and Rewards

Activist Theatre andTESOL

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