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Supporting teachers in arts integration strategies to foster foundational literacy skills of emergent bilinguals
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In: Journal of Pedagogy, Pluralism and Practice, vol 9, iss 1 (2021)
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Abstract:
Oral language skills are essential to the future literacy of students in kindergarten and first grade, especially emergent bilinguals (EBs). Yet, U.S. teachers receive few professional development opportunities that prepare them to use effective strategies for promoting oral language development. Since teacher education is compartmentalized into curricular silos, methods for literacy instruction are taught in one course, methods for arts instruction in another, and so on. This article argues that well-designed arts integration can meet a key need of young, linguistically diverse students by providing opportunities for oral language practice across content areas. Experimental evidence that arts-based instruction benefits the speaking skills of EBs is presented; the underlying mechanisms are explored. An example of a fieldwork program that provided pre-service teachers with hands-on experience in K-1 classes is included, showing how they learned to enhance the verbal skills of EBs through integration of drama, music, and movement.
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Keyword:
arts integration; classroom drama; diversity; elementary teacher education; emergent bilinguals; English learners; kindergarten; linguistic diversity; primary grades; teacher preparation
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URL: https://escholarship.org/uc/item/8s54f2tv
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Effect of a performing arts program on the oral language skills of young English learners
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How Arts Integration Has Helped K–2 Teachers to Boost the Language Development of English-Language Learners
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Writing Conference Purpose and How It Positions Primary-Grade Children as Authoritative Agents or Passive Observers
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In: Reading Horizons: A Journal of Literacy and Language Arts (2019)
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ABC: It’s as Easy as 1, 2, 3 – The Importance of a Multisensory Approach in Phonological Awareness Instruction
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In: Certificate of Advanced Studies (CAS) in Literacy (2018)
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The Arts, the Common Core, and English Language Development in the Primary Grades
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In: TEACHERS COLLEGE RECORD, vol 119, iss 8 (2017)
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Head Start Transition to Elementary School: Is the Early Intervention Sustained?
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Use of the Physical Classroom Environment as a Teaching and Learning Tool Including the Impact of the CCSSI in Kindergarten Through Third Grade Classrooms in Northeast Tennessee
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In: Electronic Theses and Dissertations (2015)
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Contributos da diversidade linguística e cultural na promoção da leitura no 1º CEB
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Stages of learning: Theater and language in San Diego schools
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In: Brouillette, Liane; & Missakian, Ilona. (2012). Stages of learning: Theater and language in San Diego schools. Boom: A Journal of California, 2(2), 70 - 75. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/25c050pt (2012)
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Supporting the Language Development of Limited English Proficient Students through Arts Integration in the Primary Grades
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In: Brouillette, Liane. (2012). Supporting the Language Development of Limited English Proficient Students through Arts Integration in the Primary Grades. Arts Education Policy Review, 113(2), 68 - 74. doi:10.1080/10632913.2012.656494. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/9r83j89g (2012)
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Using Walk Talk Words to improve first-grade students' vocabulary development
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The Associations of Student Achievement and Classroom Practices among Third Grade Teachers in Upper East Tennessee.
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In: Electronic Theses and Dissertations (2005)
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Establishing an Integrated Language Arts Program in the Primary Grades
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