Using Art to Teach Language.

Art education has long been considered a vehicle not only for teaching art as a means of self-expression but believed to be a panacea to build the self-esteem of children as well. Recently, because of art's hands-on, creative, and visual characteristics, we are beginning to see the instructional possibilities it offers to bilingual and English as a Second Language students.

The often repeated maxim, "a picture is better than a thousand words," can be used here to illustrate how a visual, hands-on approach used in conjunction with specific vocabulary and background information can enhance language learning. Isn't it easier to understand a concept when actions accompany the words?

Using the Whole Brain

When students in art class see something being made and hear the related language, they can easily make a connection between the words and the action. Brain research (Edwards, 1979) also shows that in cases, like the work students are involved with during art production, the whole brain is involved in making a linguistic connection. The left side of the brain which commands language, verbal, and logical processes and the right side which commands artistic, and creative processes work together to learn the new language.

The second language learner who watches a process being modeled will grasp the words easily through the context in which they are being used. The child will not only comprehend these words, but is more likely to begin talking with those around him, thus putting language into action. Teachers quickly realize that whenever the focus is on something other than correct language production, such as gently mixing colorful paints, conversations develop. As De Gaetano, Williams and Volk (1998) state "... children require language input and interaction from those around them so that they may actively begin to use their innate ability to figure out language." Capitalizing on natural language acquisition processes, the words they use will probably be the new words they have just acquired as part of the art project.

It has been our observation that at the beginning stages of second language acquisition, these new words will be used along with many from their native language. In a sense, during this initial period, the students will be acquiring language as well as working on something of artistic and creative value. Further, provided they continue working with their art, they will also gain a positive sense of accomplishment.

The Teaching Environment

Language acquisition and learning occurs in a more dynamic, natural and interesting fashion when it is nurtured and encouraged in all instructional activities. An interdisciplinary curriculum approach helps children make important connections among concepts and skills taught In perhaps more than other situations, art classes encourage children to learn from each other. By allowing the connection between gestures and the words to flourish, language Teaming is encouraged as well.

Credence is also given to the fact that bilingual and ESL students need to learn "on the job," or in authentic settings. Art teachers can accentuate the language learning by carefully planning instruction to include language objectives along with artistic ones. One basic objective can also be teaching the essential vocabulary, orally and in written form during the lesson. In this manner the oral language learned can be reinforced through print. Further, this expanded learning may also be useful to the students in other curriculum areas. For instance, if the art teacher teaches the children the pronunciation and meaning of the word "texture;" the child may encounter the same word in a geography lesson describing the varied characteristics of rocks.

Connecting to Other Cultures

Art has always been considered an expression of multiculturalism. For bilingual or ESL students, art provides a means to again connect with their cultures. Children can learn about their history and heritage by participating in an appropriate art project. These projects can bring students of various backgrounds into one group where they learn about each other's cultures and about their new and shared world.

Celebrations that are held in common by many countries are a nice way of connecting with students. Easter is celebrated in over eighty countries. Each country has slightly different traditions or symbols used in conjunction with festivities. Yet the most universal symbol in these celebrations is the egg. By using the commonly held symbol of fertility or rebirth as the focus, art lessons become a shared experience. Further, the lesson lends itself to teaching language, culture and imparting historical knowledge.

A Means of Community Building

Art is a universal concept that all people share. The creation of the artwork itself is an authentic opportunity for the exchange of the knowledge of working with the materials, equipment, and processes. During this time, the student is once again acquiring the new language while learning about other people's cultures, lifestyles, languages, and philosophies of life. This newly acquired common knowledge through art becomes the foundation for building a community of learners.

Bilingual and ESL students have varying degrees of language competency and also differ in their personal knowledge about their heritage and its art. When teaching art, the teacher may notice that students recall various art styles, traditions, and works from their own heritage as well as learning new cultural information. Building awareness in this manner provides a further opportunity for language development as they share that information with their classmates.

Art can serve as a vehicle for bilingual and ESL students to develop their second language. Art classes can also be the vehicles by which students of all backgrounds develop as a community through the production of art. Art helps them learn about their past, how to cherish it, and what role they would like this heritage to play in their future.

Origami:

A Purposeful Art Lesson

The Japanese art of creatively folding paper, Origami, lends an example of how rich an art lesson can become if a language perspective is added. The following lesson objectives contain vocabulary goals that include pronunciation, spelling, and semantic development. While participating in an Origami art lesson, children will:

* Learn about Japanese history and culture

* Practice using higher order thinking skills 

* Develop manual dexterity

* Learn a new artform or hobby

* Express themselves creatively

* Learn the following vocabulary words: cranes, fold, right, left, top, bottom, up, crease, and square

An added value to developing lessons in this manner is the expanded cooperation that develops with homeroom teachers. Most teachers are very happy to include art vocabulary in their spelling and language arts activities. The children are also very receptive to collaboration and become enthusiastic about spelling as a result of having encountered the familiar words in art class.

References

De Gaetano, Williams and Volk. Kaleidoscope: A Multicultural Approach for the Primary School Classroom. Saddle River, NJ: Prentice Hall, 1998.

Edwards, B. Drawing on the Right Side of the Brain. Los Angeles: J.P. Tarcher, 1979.

Krashen, S. The Input Hypothesis: Issues and Implications. New York, Longman, 1985.

Sechrist, H. & Woolsey, It's Time for Easter. Philadelphia: Macrae Smith, 1961.

Thompson, S.E. Holiday Symbols. Detroit: Omnigraphics, 1998.

Weiser, F. The Easter Book. New York: Harcourt Brace, 1954.

Margarita Gonzalez-Jensen teaches at Arizona State University and Diane Gara-Weiner teaches at the Alhambra Schools in Phoenix, Arizona.