Arts integration for standard English learners: implications for learning academic language

The purpose of this case study was to explore how an arts integration school model facilitated home language use by SEL students. The purpose of the study was also to identify specific attributes of the arts integration model that support SEL student’s acquisition of Academic/Standard English. Research was conducted into the areas of home language admittance, mediation, and/or respect, third space learning environments, and arts integration programming and practices. ❧ This qualitative study used teacher interviews, classroom observations, and a student focus group. Triangulation and analysis of these data revealed the level of home language admittance, mediation, and respect in the classroom to directly impact the ability of teachers to facilitate authentic learning experiences for SEL students. In classrooms that resembled third space learning environments, the activity, dialogue, and discourse observed and discussed during the interviews was found to be a critical factor for learning and language development. In addition, the performance-focused arts integration program was found to positively impact SEL students, both academically and socioemotionally. ❧ The study identified important implications for educators and educational leaders. Identification of the relationships between home language use in the classroom and specific attributes of arts integration programming provides schools and districts an evidence base to strengthen and improve teaching and learning for SEL students.

本案例研究旨在探究艺术整合（arts integration）办学模式如何助力社会情感学习（Social and Emotional Learning，SEL）学生使用家庭语言。本研究同时旨在明确该艺术整合办学模式中，能够支持SEL学生习得学术/标准英语的具体特征。研究围绕家庭语言接纳、调解与尊重、第三空间学习环境，以及艺术整合课程与实践等领域展开。❧ 本质性研究采用教师访谈、课堂观察以及学生焦点小组的研究方法。通过三角验证法与上述数据的分析可知，课堂中家庭语言接纳、调解与尊重的程度，会直接影响教师为SEL学生创设真实学习体验的能力。❧ 在类似第三空间学习环境的课堂中，访谈过程中观察并讨论的课堂活动、对话与话语，被证实是影响学习与语言发展的关键因素。此外，以表现为导向的艺术整合课程，被证实能在学业与社会情感层面为SEL学生带来积极影响。本研究明确了其对教育工作者与教育管理者的重要启示。通过厘清课堂家庭语言使用与艺术整合课程具体特征之间的关联，可为学校与学区提供实证依据，以强化并改进针对SEL学生的教学活动与学习体验。