Finding a Voice: Arts-Based Creativity in the Community Languages Classroom

Autor/inn/en	Anderson, Jim; Chung, Yu-Chiao
Titel	Finding a Voice: Arts-Based Creativity in the Community Languages Classroom
Quelle	In: International Journal of Bilingual Education and Bilingualism, 14 (2011) 5, S.551-569 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
Schlagwörter	Creativity; Qualitative Research; Research Methodology; Social Development; Teaching Methods; Art Education; Heritage Education; Second Language Learning; Second Language Instruction; Native Language Instruction; Dance; Drama; Foreign Countries; Schemata (Cognition); Literacy; Cultural Awareness; Individual Development; Bilingualism; Biculturalism; United Kingdom + Suchen Sie Ihr Suchwort? Kreativität; Qualitative Forschung; Research method; Forschungsmethode; Soziale Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Zweitsprachenerwerb; Fremdsprachenunterricht; Native language education; Muttersprachlicher Unterricht; Tanz; Schauspiel; Ausland; Cognition; Schema; Kognition; Alphabetisierung; Schreib- und Lesefähigkeit; Cultural identity; Kulturelle Identität; Individuelle Entwicklung; Bilingualismus; Bikulturalität; Großbritannien
Abstract	There have been moves in a number of countries in recent years to develop appropriate pedagogies for the teaching of community/heritage languages, distinct from foreign language and mother tongue models. At the same time there has been a growing interest in ways of developing learners' creative abilities and there are grounds for believing that an approach which gives priority to this may be especially fruitful for bilingual/bicultural learners. This study examined the contribution that arts-based creativity involving stories, art works, dance, drama and multimedia can make to the learning and teaching of community/heritage languages in the British context. Using largely qualitative research methods, data were collected in four London schools, two mainstream and two complementary (voluntary, community based) over three terms. Key findings arising from analysis clustered around four broad areas: language and literacy, cognition, intercultural understanding, personal and social development. As well as identifying the impact on learners, insights were gained into pedagogy and professional development and these are also commented upon. (Contains 1 table and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10