Working With Immigrant Multilingual Learners in the Visual Arts Classroom

• In Event: Equitable Access and Promising Practices: Supporting Multilingual Learners Beyond the “Core”

Abstract

Multilingual learners (MLs) often face the dual challenge of simultaneously learning the (English) language and disciplinary content (Nutta et al., 2012; Sharkey, 2018; Snow et al., 1989) and research has examined the best practices and teacher training for ML classrooms (Faltis & Valdés, 2016). Art education, however, has received less attention from researchers examining language demands of different disciplines, as arts are frequently positioned as a subject that is easier for MLs to acquire without extra support (Authors, 2021b, 2022b). This is illustrated in practice by the tendency of some schools to place MLs who are new to English language into arts classrooms with their mainstream peers while being separated into sheltered classrooms during core content instruction (Boyson & Short, 2003), perpetuating and assuming that the arts are “easy” and ignoring the fact that the arts have rich disciplinary languages of their own (Andrelchick, 2015; Frambaugh-Kritzer et al., 2015). Additional research has suggested that preservice elementary art teachers who have language learning experiences and direct experiences with MLs are more likely to consider their linguistic needs (Eubanks, 2002), a finding that is consistent with research in “core” disciplinary areas (Fitts & Gross, 2012; Authors, 2021b; Martin & Smolcic, 2019).
Broader research on ML access in education has emphasized the need for teachers to be trained in culturally and linguistically responsive instruction with MLs (Authors, 2021b; Nieto, 2019). Along the same vein, we take the position that MLs need specialized instruction in language provided by appropriately prepared art teachers to engage with content at a deeper level and meaningfully access the curriculum (Nutta et al., 2012; Authors, 2021a, 2022a). The goal of this study was to examine how, if at all, art teachers are trained in and utilize culturally and linguistically responsive instruction (Lucas & Villegas, 2013) with MLs in PK-12 visual arts classrooms. Our research is guided by the following questions: How do visual art teachers describe their practices with MLs? What specialized training do visual art teachers receive or identify as needing for supporting MLs?
This study used an embedded case study design (Yin, 2009) and draws on interviews with and classroom observations of visual art teachers in two culturally and linguistically diverse public school districts. Participants included elementary, middle, and high school visual art teachers; each teacher participated in two interviews and three classroom observations. Preliminary findings highlight a variety of ways visual art educators support MLs. One high school case study demonstrated how intentional collaboration between a visual art teacher, ESL teacher, and multilingual staff can lead to engaging bilingual curriculum development. Across multiple classrooms, visual art teachers were able to describe the ways they adapted instruction to support MLs and explicitly named barriers they faced in trying to support MLs.
This study begins to fill the gap in our understanding of how MLs are supported in visual arts education, and the kinds of training teachers need to engage in linguistically and culturally responsive pedagogy for MLs. The findings will inform educators and policymakers at the intersections of language and arts pedagogy.

Authors

• Christine Montecillo Leider, University of Massachusetts - Lowell

• Tianxuan Wang, University of Massachusetts - Boston

• Golnar Fotouhi, University of Massachusetts - Lowell

• Nasiba Norova, University of Massachusetts - Boston

• Johanna M. Tigert, University of Turku

• Aram A. Ahmed, University of Massachusetts - Boston