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Using the Arts to Support English Language Learners

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Using the Arts to Support English Language Learners

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This article discusses how integrating visual and performing arts can build skills, confidence, and understanding for English Language Learners. It provides practical strategies for educators to enhance instruction through the arts.

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How to Support ELL Students to Thrive in the Art Room

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How to Support ELL Students to Thrive in the Art Room

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Offers actionable tips for art educators to create inclusive environments for ELLs, emphasizing the use of visual cues, labels, and culturally responsive teaching practices.

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English Language Learners (ELLs) are an ever-growing population in American schools. When an ELL student joins one of your classes, it is common to make unintended assumptions or draw on preconceived stereotypes. However, as is true for all students in our classrooms, each child is unique. They are unique in their artistic skills, background, support at home, and home language. We may not be fluent in our students' home languages, but we can support our students to learn, grow, and become more confident in the art room.

Newcomers are students who were not born in the United States and have recently immigrated to the U.S. While most newcomers are ELL students, some may already be fluent in English. It is common for newcomers who are not fluent to have a silent year. A silent year is a year in which ELL students may appear uncommunicative. In reality, they are taking in their surroundings and the words of their peers and teachers. As a result, it may seem as if one day, they begin speaking out of nowhere. This is a valuable part of the process of learning a new language.
There are four skills associated with English language learning:
ELL students learn and use these four skills at different paces, typically with listening and reading skills developing first. It may actually take five to seven years for students to become proficient in the English language.

Lauren Day, an educator who works with ELL students at the elementary level, offers up suggestions to not simply reach our ELL students but to help them thrive in the art room.

This is a universal design and not something extra.

When planning for instruction in the art room, ELL students should be considered part of the learning community and not seen as an extra responsibility or "other" group of students. Lauren Day remarks, "They should be doing whatever everybody else is doing. Not something different." Just as we do for all students, we should provide opportunities for ELL students to make connections between new concepts and their previous learning. Establishing high expectations with scaffolded support will help all of your students set high standards for themselves.

Don't forget the importance of vocabulary.

A significant aspect of language attribution involves vocabulary. Learning vocabulary in the art room can support learning in other instructional spaces. It also includes terms unique to visual art. It may seem that your students understand or are using vocabulary appropriately, however, Lauren Day shares it may take students up to seventeen times hearing a word to understand its meaning.

To support students in vocabulary acquisition in the art room, consider these strategies:

1. Establish a word wall.

Develop a word wall with commonly used art terminology. Position a visual next to the written vocabulary word to support recognition. For example, next to the word "oil pastel," include an image of an oil pastel. The image will support students in differentiating between an oil pastel, a chalk pastel, and a crayon. While word walls are commonplace in most elementary classrooms, this is not just an elementary strategy. Lauren Day affirms that a word wall will assist all students of all ages in becoming more familiar with art room vocabulary.

2. Use visual cues and labels.

Images are not just for word walls. Include pictures of objects and vocabulary throughout the art room accompanied with the written English word. Label supply cabinets with images and text for students to locate what they need. High school art teacher Emily Henderson learned that many of her students speak and read Spanish at home. She labeled her classroom cabinets in English and Spanish. Though the goal is not for a bilingual classroom, the use of her students' first language helps them make connections and feel comfortable and independent. You can read more about Emily's classroom in the article Establishing Creative Sanctuaries-5 Tips to Redecorate and Reorganize for Back to School.

3. Share actual objects.

When in doubt, bring in actual objects. Lauren Day suggests that if you are discussing a still life, don't assume students can identify all of the fruits in front of them. For instance, let's say there is a pineapple in your still life. Show an actual pineapple; have students touch the fruit, and cut it open. This physical connection will help them understand and retain learned vocabulary.

Lauren warns that some words may be unknown to ELL students. It will occupy their thinking and limit their comprehension of the overall content. Their fixation on getting a single word "right" can become frustrating and keep students from achieving stated goals.

During a Daily Quick Draw Challenge, I prompted students to draw a "weight lifting PopTart®." One of my students had no idea what a PopTart was and sat trying to decipher the words on the board. Much later he admitted why he didn't participate in this activity. I realized that I even had a hard time explaining what this breakfast item was! I subsequently changed the prompt to "breakfast foods lifting weights." The following week, I brought in a pack of PopTarts to show the student.

Bringing in actual objects and not making assumptions is best for all students. Several other students who come from more health-conscious homes also had no idea what a PopTart was!

Use explicit directions.

Take the time to define content objectives clearly. In doing so, your students will know what is expected of them. Though this is important for all your students, it is critical for students striving to understand what the expectations mean. These statements should be stated orally, as well as provided in written and visual form. For example, an image of the tools required or a quick illustration of the task can help clarify what students need or need to do to be successful.

Lauren Day stresses the benefits of direct instruction and intentional step-by-step directions. Both are helpful to lay a foundation for learning. It is also essential to provide students with an opportunity for open-ended artmaking after each instruction or set of directions. During this time, students apply what they have learned via direct instruction.

Translation apps are no replacement for an actual translator or students learning English, but they can support the teacher and student when important sentences must be communicated. This can include the general overview of a lesson or stressing safety protocols. Of course, not all languages spoken in our classrooms are available using a digital translation tool.

Another tip is to empower a classmate to assist an ELL student. Strategically seat the buddy near the ELL student. They can support their classmate by modeling behaviors, repeating instructions, and locating tools needed for artmaking.

Honor traditions and countries of origin.

Feeling seen and valued is vital for all students, especially those experiencing a new language, culture, and expectations that are quite unlike their own. Help support students' sense of belonging by using one or more of these strategies.

1. Share their experiences.

We are not asking students to represent an entire culture or language. Instead, we are providing ample opportunities for students to share their own personal lived experiences. Open-ended prompts allow students to draw on their experiences without seeking perfection with a particular skill. Visual art production provides a tool for ELL students to share their thinking and feelings without the use of written words. However, it is also important to provide time for students to orally share their work with their classmates. This time in conversation can support communication and awareness skills for all students involved.

2. Curate an artist of the month.

Thoughtfully select featured artists for an artist of the month board. Make sure to feature artists who reflect your newcomers' countries and cultures of origin. Include a map of the world showing the location of this artist in comparison to your school. In addition, use this opportunity to print out words in the country's official language. Consider including the names of the materials used by the artist in other languages. This purposeful act of inclusion can support students in seeing the art room as a place where they feel valued as individuals.

3. Design and post intentional display signs.

When displaying artwork in the hallway, include signage with the essential vocabulary used in the lesson. If possible, integrate some keywords in your ELL students' home languages.

The new languages and different backgrounds and experiences our ELL students bring can contribute to a richer and more meaningful art room community. Regardless of what our students' home languages are, it is vital to consider how we teach and reach all our students. It is our role to see each student as the individuals they are. We are tasked with supporting them through intentional lesson planning and a conducive learning environment, so they can thrive as artists. The learning of a new language takes time and it is a privilege to be a part of that process.
What languages are spoken by ELL students at your school? Who do you need to contact to determine this information? How do you recognize your students' cultures in your art room? What other strategies do you use to support ELL students in your art room?
Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

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How to Support ELL Students to Thrive in the Art Room

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How to Support ELL Students to Thrive in the Art Room Differentiation % %

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ELLs and the Visual Arts: Developing Self-Expression and Language

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ELLs and the Visual Arts: Developing Self-Expression and Language

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Highlights the role of visual arts in allowing ELLs to express themselves and develop language skills, particularly in early education settings.

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ELLs and the visual arts: Developing self expression and language | WeTeachNYC

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ELLs and the Visual Arts: Developing Self Expression and Language through Visual Arts. The visual arts offer a venue for self-expression for all students. For English language learners, this is especially important. In the art …

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Visual Thinking Strategies for ELL/ESL Learners in Your Writing Workshop

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Visual Thinking Strategies for ELL/ESL Learners in Your Writing Workshop

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Introduces Visual Thinking Strategies as a method to engage ELLs in critical thinking and discussion, enhancing both language and analytical skills.

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Coming off of the 2017-2018 school year, one of the areas that I know I need to read more on, reflect on more, and gain strategies on is working with my English Language Learner students. I attended a SIOP or Sheltered Instruction Observation Protocol training last week and took away a few strategies. I was also left with wanting more areas of ESL instructional strategies to be taught more directly to teachers; this will be more to come in another blog post. One strategy that I immediately took away from the training was the use of Visual Thinking Strategies.

What is VTS?

Visual Thinking Strategies or VTS is a way to demonstrate thinking. All students can participate because it is visual, especially students where English is a Second Language. The simple strategy involves projecting an image, demonstrating or modeling thinking, allowing students to analyze the image, and holding a brief classroom discussion around the image.

There are thousands of images that can be used for this strategy, I talk about how I used the New York Times website below, but another great resource is National Geographic Photography. At the training, teachers were talking about keeping images in binders and filing cabinets, while many of them were talking about how to keep these digitally to use. Kelly Gallagher also recently tweeted out how he uses images to building thinking skills in his classroom for reading:

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Using Visual Thinking Strategies for ELL/ESL Learners in Your Writing Workshop - WRITING MINDSET

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Coming off of the 2017-2018 school year, one of the areas that I know I need to read more on, reflect on more, and gain strategies on is working with my English Language Learner students.

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Discusses the benefits of arts integration for English learners, providing insights into how creative methods can bring equity to education.

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The Institute for Arts Integration and STEAM

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English Learners force us to be better educators who constantly work to find creative methods to bring equity to education. Click here as we discuss it.

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Express Yourself! Arts Integration in the Classroom

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Express Yourself! Arts Integration in the Classroom

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Explores arts integration strategies like Tableau to reinforce concepts and foster collaboration, beneficial for ELLs' engagement and comprehension.

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Express Yourself! Arts Integration in the Classroom | NEA

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Arts integration isn't just about sketching a picture, it's an approach to teaching.

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Three Art Teaching Strategies to Support Language

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Three Art Teaching Strategies to Support Language

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Details three effective art teaching strategies - peer-assisted learning, visual scaffolding, and thematic instruction - to support language development in ELLs.

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Literacy Support Through Visual Art for English Language Learners

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Literacy Support Through Visual Art for English Language Learners

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Examines how visual art activities like KWL charts and graphic organizers can bridge art experiences and language skills, fostering deeper learning.

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Increasing English Learner's Language Skills Through Arts Integration

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Increasing English Learner's Language Skills Through Arts Integration

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Discusses how integrating music, theater, and visual arts provides creative outlets for ELLs to express knowledge and develop language skills.

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Title III, Part A – English Language Acquisition State Grants

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Title III, Part A – English Language Acquisition State Grants

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Outlines the federal program aimed at improving education for English learners, which can fund arts-integrated instructional opportunities.

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English Language Acquisition State Grants; Title III, Part A

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This program is designed to improve the education of English Learner (EL) children and youth by helping them learn English and meet challenging state academic content and student academic achievement standards.

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ESSA Title III – Tennessee Department of Education

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ESSA Title III – Tennessee Department of Education

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Provides information on how Tennessee implements Title III to support ELs, including potential funding for arts-integrated programs.

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Title III funds must only be used to supplement the level of federal, state, and local public funds that, in the absence of such availability, would have been expended for programs for EL children.

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Bridging Art and ELL to Support Safe Learning Spaces

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Bridging Art and ELL to Support Safe Learning Spaces

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Features educator Ana Guzman discussing how art can create inclusive and safe learning environments for bilingual and multilingual students.

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Bridging Art and ELL to Support Safe Learning Spaces | Educator Speaker Series

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Art as a Tool for Teachers of English Language Learners

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Art as a Tool for Teachers of English Language Learners

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Although developed in New York, this resource offers adaptable strategies for Tennessee teachers seeking to integrate art into ESL instruction. It includes sample lesson plans and visual-based learning techniques that align well with Tennessee’s academic standards and support goals under Title III. The ideas are especially useful for teachers working with culturally and linguistically diverse learners in inclusive classrooms.

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 Language through Art: An ESL Enrichment Curriculum

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 Language through Art: An ESL Enrichment Curriculum

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This comprehensive curriculum from the Getty Museum offers a series of art-based ESL lessons designed to enhance language skills through visual analysis and creative expression. It includes adaptable resources suitable for K–12 and adult learners, making it a valuable tool for Tennessee educators aiming to integrate art into language instruction.

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Welcome to the beginning level of the J. Paul Getty Museum's innovative Language through Art: An ESL Enrichment Curriculum! We hope that you and your students will find these lessons and materials rewarding as you explore together the ways in which looking at and expressing ideas about art helps to improve language skills.

Historically, education departments in art museums have focused on using works of art to engage with art history and artistic practices. In recent years, museums have been reconsidering the relevancy of an art historical focus to their local communities. In Los Angeles, where the J. Paul Getty Museum is located, current student demographics indicate that 41 percent of students are English language learners, 94 percent of whom are Spanish speaking. Through Language through Art: An ESL Enrichment Curriculum, the Museum's Education Department seeks to address the needs of this audience by using the universal language of visual art to bridge language barriers. The curriculum uses art objects as a catalyst to enhance language skills, develop new vocabulary, and expose diverse visitors to a variety of world cultures and experiences.

The curriculum provides important resources for English as a Second Language (ESL) teachers, while engaging English language learners. In 2008, a research project was designed to evaluate the effectiveness of both the beginning and intermediate/
advanced levels of the Language through Art curriculum by speaking with 160 teachers who had implemented these materials in their classrooms. One of the key findings of this study was that the beginning level of the curriculum, written in 2005, was too advanced for lower-level ESL students. We therefore repurposed the former beginning-level materials for the intermediate level, and then wrote this new set
of beginning-level lessons in response to teachers' recommendations. The full evaluation can be found online.

Using the Lesson Plans

The materials are divided into three themes: People, Things, and Places.

Within each theme, there are three lesson topics with student activities for each of those lessons. In addition, we have suggested other ideas for extended enrichment activities for the lessons.

Each lesson focuses on artworks from the Getty Museum's collection. The objectives or language goals that each lesson addresses, along with the materials needed to implement the lesson, are listed at the beginning of each lesson plan. Also listed are the names of artworks and artists. More information about the artworks and artists is provided on downloadable information sheets for each lesson. Please familiarize yourself with the artworks and artists before each lesson.

Student activity sheets for each lesson are provided as downloadable student handouts. They are for photocopying and handing out to your students at the time of each lesson.

The materials can be taught consecutively, but each activity can also be used on its own. You may adapt the lessons as best fits the structure and skill level of your class. While the activities and topics correspond roughly to the goals and objectives for the curricula of students learning English, teachers can decide which lesson(s) to use depending upon their students' needs and abilities.

You may find that students ask questions for which you will not have the answers. When this happens, inform students how they can do further research (going to the library, using Internet search engines, visiting getty.edu, etc.) to learn more about art objects. It is important to let students know that our understanding of art and artists is an ongoing discovery in which we rarely have all the answers.

Credits
The J. Paul Getty Museum Education staff wrote this curriculum under the guidance of a Teacher Advisory Group. For their invaluable assistance with this project, we would like to thank Misty Cho, Glendale Community College; Quinn Harmon-Kelley, Venice Community Adult School; and Karen Vallejo, University of California, Irvine.

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Language through Art (Beginning Level) (Education at the Getty)

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A series of lessons for K-12 and adult learners of ESL focusing on building language skills through art

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This toolkit provides a wealth of resources, including lesson plans and professional development materials, to support the integration of arts into various subject areas. While developed by Chicago Public Schools, the strategies and examples are broadly applicable and can assist Tennessee teachers in creating engaging, arts-infused learning experiences for English learners.​

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Arts Integration Toolkit | Chicago Public Schools

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The CPS Department of Arts Education defines arts integration as an educational approach in which an artistic discipline (or disciplines) and another academic subject (or subjects) are combined for the teaching and learning of content knowledge and skills.

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Answers common questions about Title III grants, offering insights into how funds can support arts-based ESL instruction.

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Title III Grants FAQ | NCELA - English Language Acquisition & Language Instruction Educational Programs

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Title III is a part of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act of 2015 (ESSA). The purpose of Title III is to help ensure that English learners (ELs) attain English language proficiency and meet state academic standards. Federal funding is provided through various grant programs to assist state education agencies (SEAs) and local education agencies (LEAs) in accomplishing this. Some funds are offered to entities other than SEAs and LEAs, and SEAs and LEAs also offer subgrants to other entities.