Teaching the Arts to Engage English Language Learners

264 Pages·2010·1.789 MB·

by  Margaret Macintyre Latta, Elaine Chan

Teaching the Arts to Engage
English Language Learners
Written for prospective and practicing visual arts, music, drama, and dance educators committed
to the arts and education, Teaching the Arts to Engage English Language Learners offers guidance
for engaging ELLs, alongside all learners, through artistic thinking. By paying equal attention
to visual art, music, drama, and dance education, this book articulates how arts classrooms can
create rich and supportive contexts for ELLs to grow socially, academically, and personally. The
making and relating, perceiving and responding, and connecting and understanding processes of
artistic thinking, create the terrain for rich curricular experiences. These processes also create the
much-needed spaces for ELLs to gain communicative practice, skill, and confidence. This book
offers ideas and suggestions for ways in which teachers may create the classroom conditions for
this learning and growth to take place. The practical, teacher-friendly strategies and techniques
included in the book will prove effective, not only with ELLs, but with all students.
Special Features:
ƒ Generative texts such as films, poems, and performances function as springboards for arts
educators to adapt according to the specifics of their ELL students, other student needs, and
given contexts
ƒ “Teaching Tips”, formative assessment practices, and related instructional tables and resources
enable arts teachers to offer the necessary critical guidance for artistic thinking
ƒ An annotated list of internet sites, reader-friendly research articles and texts offering practi-
cal findings and advice on related topics, instructional materials, and particularly helpful
resources for students are identified for quick reference
ƒ A glossary at the conclusion of the text serves as another useful feature for readers’ reference
Margaret Macintyre Latta is an Associate Professor in the Department of Teaching, Learning,
and Teacher Education in the College of Education and Human Sciences at the University of
Nebraska-Lincoln.
Elaine Chan is Assistant Professor in the Department of Teaching, Learning, and Teacher
Education in the College of Education and Human Sciences at the University of Nebraska-Lincoln.
Teaching English Language Learners Across the Curriculum
Series Editors: Bárbara C. Cruz, Stephen J. Thornton, and Tony Erben
Teaching Mathematics to English Language Learners
Gladis Kersaint, Denisse R. Thompson, Mariana Petkova
Teaching English Language Learners in Career and Technical Education
Programs
Victor M. Hernández-Gantes and William Blank
Teaching English Language Learners through Technology
Tony Erben, Ruth Ban, Martha Castañeda
Teaching Social Studies to English Language Learners
Bárbara C. Cruz and Stephen J. Thornton
Teaching Language Arts to English Language Learners
Anete Vásquez, Angela L. Hansen, Philip C. Smith
Teaching Science to English Language Learners
Joyce W. Nutta, Nazan U. Bautista, Malcolm B. Butler
Teaching the Arts to Engage English Language Learners
Margaret Macintyre Latta and Elaine Chan
Teaching the Arts to Engage
English Language Learners
MArGArET MACiNTyrE LATTA AND ELAiNE CHAN
First published 2011
by routledge
270 Madison Avenue, New york, Ny 10016
Simultaneously published in the UK
by routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4rN
Routledge is an imprint of the Taylor & Francis Group, an informa business
This edition published in the Taylor & Francis e-Library, 2011.
To purchase your own copy of this or any of Taylor & Francis or Routledge’s
collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.
© 2011 Taylor & Francis
The right of Margaret Macintyre Latta and Elaine Chan to be identified as authors
of this work has been asserted by them in accordance with sections 77 and 78 of the
Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised
in any form or by any electronic, mechanical, or other means, now known or here-
after invented, including photocopying and recording, or in any information storage
or retrieval system, without permission in writing from the publishers.
Trademark Notice: Product or corporate names may be trademarks or registered
trademarks, and are used only for identification and explanation without intent to
infringe.
Library of Congress Cataloging in Publication Data
A catalog record has been requested for this book
ISBN 0-203-83723-1 Master e-book ISBN
iSBN 13: 978-0-415-87385-7 (hbk)
iSBN 13: 978-0-415-87386-4 (pbk)
iSBN 13: 978-0-203-83723-8 (ebk)
We dedicate this book to educators around the world
interested in exploring and addressing the multiple
opportunities of working with an increasingly diverse
student population in the arts.
We are deeply indebted to our partners Bill Latta and
Morris Ham for their love, support, patience, and
willingness to carry on with family life as we sat huddled at
our computers late into many a night.
Finally, we are grateful for the insights and unique
perspectives each of our children provides into the nature
of learners and learning. Anna Latta, Will Latta, Scott
Hottovy, and Alexandra Ham greatly informed our efforts
throughout.

Contents
List of Figures � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � x
List of Tables � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �xi
Series Introduction � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �xiii
Acknowledgements � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � xv
Introduction � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � xvii
PArT 1 — Your EngLISh LAnguAgE LEArnEr Tony ErbEn � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 1
1�1 — orientation � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 3
1�2 — The Process of English Language Learning and What to Expect � � � � � � � � � � � � � � � � � � � � � � � 5
Principle 1: Give ELLs Many Opportunities to read, to Write, to Listen to, and to Discuss
Oral and Written English Texts Expressed in a Variety of Ways . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Principle 2: Draw Attention to Patterns of English Language Structure . . . . . . . . . . . . . . . . . . . . . 7
Principle 3: Give ELLs Classroom Time to Use their English Productively . . . . . . . . . . . . . . . . . . . 8
Principle 4: Give ELLs Opportunities to Notice their Errors and to Correct their English . . . . . . 8
Principle 5: Construct Activities that Maximize Opportunities for ELLs to interact with
Others in English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
1�3 — Deciding on the Best ESoL Program � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 13
1�4 — Teaching for English Language Development � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 18
viii Contents
1�5 — not All ELLs are the Same � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 22
Stages of Cultural Adjustment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Cultural Practices at School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
1�6 — Culturally responsive Pedagogy � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 27
1�7 — not All Parents are the Same: home–School Communication � � � � � � � � � � � � � � � � � � � � � � � � 30
ideas: On Fostering Access . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
ideas: On Fostering Approachability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
ideas: On Achieving Good Follow-Through . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
1�8 — English Language Learners with Special needs � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 33
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
PArT 2 — PrInCIPLES oF TEAChIng AnD LEArnIng In ThE ArTS � � � � � � � � � � � � � � � � � � � � � � � � � � 37
2�1 — The nature of Artistic Thinking � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 39
2�2 — Qualities Instilling Artistic Thinking � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 41
2�3 — The Primacy of Creativity and relational Pedagogy to Arts Instruction � � � � � � � � � � � � � � � � � 43
2�4 — Arts-Focused ESoL research � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 45
importance of Affirming Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Need for Mainstream Teacher Education for ELLs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Value of Arts Education (Visual Arts, Music, Drama, and Dance) to Support Students’
Language Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Value of Arts Education (Visual Arts, Music, Drama, and Dance) to Enhance Access and
Learning about Students’ Experiences of Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
2�5 — Enacting an Arts Curriculum � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 54
Curriculum as Artistic Medium for Teachers and Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Assessment as Artistic Learning’s Accompaniment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
PArT 3 — TEAChIng ThE ArTS—VISuAL ArTS, MuSIC, DrAMA, AnD DAnCE � � � � � � � � � � � � � � � � � 59
3�1 — Introduction � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 61
3�2 — Visual Arts Experiences to Engage ELLs Alongside All Learners � � � � � � � � � � � � � � � � � � � � � � 70
Visual Arts, Theme i: “Total Control Can Be the Death of a Work” . . . . . . . . . . . . . . . . . . . . . . . 71
Visual Arts, Theme ii: “responsive Matters of Perception” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Visual Arts, Theme iii: “Examined Lives in relation—A Fusion Dinner Party” . . . . . . . . . . . . . 89
3�3 — Music Experiences to Engage ELLs Alongside All Learners � � � � � � � � � � � � � � � � � � � � � � � � � 103
Music, Theme i: “Total Control Can Be the Death of a Work” . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Music, Theme ii: “responsive Matters of Perception” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Music, Theme iii: “Examined Lives in relation—A Fusion Dinner Party” . . . . . . . . . . . . . . . . . 120
3�4 — Drama Experiences to Engage ELLs Alongside All Learners� � � � � � � � � � � � � � � � � � � � � � � � � 129
Drama, Theme i: “Total Control Can Be the Death of a Work” . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Drama, Theme ii: “responsive Matters of Perception” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Drama, Theme iii: “Examined Lives in relation—A Fusion Dinner Party” . . . . . . . . . . . . . . . . 147
Contents ix
3�5 — Dance Experiences to Engage ELLs Alongside All Learners � � � � � � � � � � � � � � � � � � � � � � � � � 156
Dance, Theme i: “Total Control Can Be the Death of a Work” . . . . . . . . . . . . . . . . . . . . . . . . . . 157
Dance, Theme ii: “responsive Matters of Perception” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Dance, Theme iii: “Examined Lives in relation—A Fusion Dinner Party” . . . . . . . . . . . . . . . . 172
PArT 4 — rESourCES � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 183
Internet resources for Teachers � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 185
Professional Organizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Museums/Galleries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
Journals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
research Centers and institutes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
Classroom Teaching resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
Culturally responsive Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
Clip Art and image Banks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Multimedia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Print and Associated resources for Teachers � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 202
Culturally Sensitive/responsive Pedagogy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
Cultural and Newcomer information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
Teaching Through the Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
Teaching English Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
ESOL Textbooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
Home–School Collaboration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
Audio-Visual Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
Publishers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
resources for Students � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 209
Dictionaries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
Online Dictionaries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210
Online Translation Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210
internet Sites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210
Print Materials that Support English Language and Cultural Learning . . . . . . . . . . . . . . . . . . . . 212
Audio-Visual Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213
glossary � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 215
notes � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 217
references� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 219
Index � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 231