The Use of the Integrated Arts to Support English Language Learners

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The Use of the Integrated Arts to Support English Language Leaners
Introduction
When asked about the role of the arts in the daily classroom, the average person may not think “educational,” but in today’s society the arts can be just that. Integrating the arts into everyday lessons has proven not only to aid those who speak English, but those who are English Language Leaners (ELLs) as well. In today’s society, ELLs make up 10% of the student population (Brouillette, 2012, p. 68). Therefore, educators must take it upon themselves to not only teach these students the core subjects that they are required to learn, but to speak English as well. Many educators have found that creating a culturally responsive classroom, as well as integrating the arts into their classrooms has greatly supported their English Language Leaners in more ways than one.
Culturally Responsive Classrooms
The first way that educators have supported their English Language Leaners, is by creating a culturally responsive classroom. Creating culturally responsive classrooms allows educators to establish meaningful bonds with each and every one of their students. One way that this can be done is through celebrating the many different cultural heritages that are present in the classroom, and incorporating them into the daily instruction (Grant & Reif, 2010, p. 100). This type of inclusion results in the students being confident in who they are, and feeling as though they belong in the classroom. Grant and Reif (2010) add that as a result of a culturally responsive classroom, “…students develop into individuals who are proud of their backgrounds, languages, families, traditions, and experiences” (p. 102). Creating a culturally responsive classroom can also be...

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...it is necessary for English Language Leaners to learn successfully.

References
Brouillette, L. (2011). Building the oral language skills of K-2 English language learners through theater arts. California Reader, 44, 19-29. Retrieved from http://www.californiareads.org/
Brouillette, L. (2012). Supporting the language development of limited English proficient students through arts integration in the primary grades. Arts Education Policy Review, 113, 68-74. doi: 10.1080/10632913.2012.656494
Grant, L., & Reif, N. (2010). Culturally responsive classroom through arts integration. Journal of Praxis in Multicultural Education, 5, 100-115. Retrieved from http://digitalscholarship.unlv.edu/jpme/
Greenfader, C.K., & Brouillette, L. (2013). Boosting language skills of English learners through dramatization and movement. Reading Teacher, 67, 171-180. doi: 10.1002/TRTR.1192

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