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

2015-07-28The 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