A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Supporting Multilingual Learners: A Pilot Survey of Art Teachers
Tekijät: Leider, Christine Montecillo; Tigert, Johanna M.; Norova, Nasiba; Fotouhi, Golnar; Sawyer, Julie; Wang, Rachel Tianxuan
Kustantaja: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Kustannuspaikka: ABINGDON
Julkaisuvuosi: 2024
Journal: Studies in Art Education
Tietokannassa oleva lehden nimi: STUDIES IN ART EDUCATION
Lehden akronyymi: STUD ART EDUC
Vuosikerta: 65
Numero: 2
Aloitussivu: 185
Lopetussivu: 209
Sivujen määrä: 25
ISSN: 0039-3541
eISSN: 2325-8039
DOI: https://doi.org/10.1080/00393541.2024.2322412
Verkko-osoite: https://www.tandfonline.com/doi/full/10.1080/00393541.2024.2322412
Tiivistelmä
Multilingual learners' (MLs') access to a rich arts curriculum is often overshadowed by their need to learn English and "core" content. Yet MLs should have equitable access to arts education alongside their monolingual peers. An important avenue for offering this access is teacher preparedness. This study reports on a pilot survey of preK-12 visual arts teachers regarding their beliefs about and practices with MLs in the arts classroom. Survey items from four different scales measuring culturally and linguistically responsive teaching and beliefs were adopted. The responses of 26 teachers illustrated generally positive beliefs, practices, and confidence, but variation among respondents was high. Patterns in the data point to interesting future steps in the work, including the need to examine why teachers who had undergone training on teaching MLs were less confident in their ability to teach this population.
Multilingual learners' (MLs') access to a rich arts curriculum is often overshadowed by their need to learn English and "core" content. Yet MLs should have equitable access to arts education alongside their monolingual peers. An important avenue for offering this access is teacher preparedness. This study reports on a pilot survey of preK-12 visual arts teachers regarding their beliefs about and practices with MLs in the arts classroom. Survey items from four different scales measuring culturally and linguistically responsive teaching and beliefs were adopted. The responses of 26 teachers illustrated generally positive beliefs, practices, and confidence, but variation among respondents was high. Patterns in the data point to interesting future steps in the work, including the need to examine why teachers who had undergone training on teaching MLs were less confident in their ability to teach this population.
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