Teaching English Language Learners in the Art Classroom: A Survey of Approaches

Abstract

TEACHING ENGLISH LANGUAGE LEARNERS IN THE ART CLASSROOM: A SURVEY OF APPROACHES By Alana Cristin Greer, M.A.E. A thesis submitted in partial fulfillment of the requirements for the degree of Master of Art Education at Virginia Commonwealth University. Virginia Commonwealth University, 2011 Major Director: Dr. Sara Wilson McKay, Interim Chair and Associate Professor, Department of Art Education This study consisted of an online survey of members of the National Art Education Association Elementary Division in which 29 participants answered questions related to their instruction of English language learners in the elementary art classroom. Four participants participated in follow-up interviews as the researcher sought to answer the research questions: What pedagogical and curricular adaptations in the art classroom may be effective strategies for teaching English language learners? What are the perceived challenges of having a linguistically diverse art classroom? Participants offered a variety of pedagogical adaptations but suggested few curricular adaptations. Participants revealed challenges related to their teacher preparation and efforts to communicate clearly with students. The findings of the study also raise concerns that the needs of English language learners may not be recognized or met due to some educators’ lack of awareness of cultural differences and the assumption that art is a universal language.