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Multilingual Learners & the Arts: Stories, Sights, & Sounds�Veronica Alvarez, EdD��

Novi Sad, Serbia

Teach Art Learn English, October 2019

U.S Department of State

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Photo of me and my brothers with our grandparents in Cotija, Michoacán, Mexico. This was the day we began our migration journey to the U.S.

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Speaking & Listening: Visualizing Art

Telling Stories: Verbs & Verb Phrases

Agenda

Review: Let them Play!

Sights & Sounds: Tactile Poem

Q&A

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K-12 US School demographics

76 % of English Learners are US born (Goldenberg, 2008)

Louisiana (42.7%) and Mississippi (50.6%) and West Virginia (83.5%) had highest increases**

California still the highest population of ELs with 1.2 million students, roughly 20% of its K-12 student population***

Rosemead 935/2386 of its student population are ELs or almost 40%!

**National Clearinghouse for English Language Acquisition, 2017

***California Department of Education, 2020*** http://www.ed-data.org/district/Los-Angeles/Rosemead-Elementary

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Two main approaches to language teaching

(Stern, 1990)

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ANALYTICAL

Focus on Grammar

Study the rules and language items

Practice of language items

Attention to accuracy and error correction

Less attention to social interaction

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EXPERIENTIAL

Focus on Substantive themes or functions

Engagement in purposeful activities

Focus on the use of language

Priority on meaning transfer and fluency

Social interaction is important

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We have curricularized language

(Valdés, 2017, 2018,2019; Valdés & Parra, 2018)

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Language progression: universal…&…non-linear

Progressive -ing (eating)

Regular past -ed (e.g. watched, cooked)

Irregular past (e.g. went, ate)

Third-person. -s (e.g. eats, cooks)

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Explicit knowledge vs. implicit knowledge

All of this requires sustained…

Comprehensible input

Explicit is conscious knowledge

Implicit is unconscious knowledge

Instruction can affect explicit knowledge—grammar; “teaching to the test”

But acquisition requires implicit knowledge.

For example, we can say repaint; rerecord but cannot say rebake or repet a dog

OUTPUT

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Conversational Fluency Vs. Academic Proficiency

Basic Interpersonal Communication Skills

(BICS)

Context-embedded (personal, requires

fewer linguistic resources, visual context produces support)

Takes approximately two years to acquire

Cognitive academic language proficiency (CALP)

Context-reduced (abstract, less personal, subject specific, more like written language)
Takes between 5 and 7 years to develop

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YOU NEED TO GIVEN THEM THE OPPORTUNITY…LET THEM PLAY THE GAME!!!!

Playing the game is essential to the development of lasting expertise.

In sum: practicing bits and pieces of language--like focusing only on separate skills in the gym --won’t really work.

Spending time in the gym only dribbling basket balls with other learners or
Playing exclusively with other unskilled team members will not result in marked improvement.

*Dr. Guadalupe Valdés

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Carmen Lomas Garza

Tamalada, 1990

Smithsonian American Art Museum

Visual Thinking Strategies

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“We would make piles and piles of dumplings,” says Lin, who based this illustration on her memories of making them with her own mother and sisters. “The more dumplings you ate, the more ingots you would get during the year.” Illustration by Grace Lin

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Kerry James Marshall

Past Times '97

acrylic and collage on canvas

108 1/4 by 157 in. 275 by 398.8 cm.

See – Wonder - Think

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Kerry James Marshall

Past Times '97

Georges Seurat, A Sunday on La Grande Jatte—1884

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I Had a Dream�Edward Biberman (United States, 1904-1986)�1968 �Oil on Masonite�24 × 30 × 3 in. (7.62 cm)�https://collections.lacma.org/node/600695��

QUESTION FORMULATION TECHNIQUE: QFT

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TACTILE POEM: SIGHTS & SOUNDS

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Nick Cave – Soundsuit, 2011, mixed media, 86 x 48 x 39 inches

TACTILE POEM: SIGHTS & SOUNDS

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I was inside a suit. You couldn’t tell if I was a woman or man; if I was black, red, green or orange; from Haiti or South Africa. I was no longer Nick. I was a shaman of sorts.� -Nick cave

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TELLING STORIES: VERBS & VERB PHRASES�

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Carmen Lomas Garza, Camas para Sueños, 1985, gouache on paper, Smithsonian American Art Museum, Museum purchase through the Smithsonian Latino Initiatives Pool and the Smithsonian Institution Collections Acquisition Program, 1995.94, © 1985, Carmen Lomas Garza

TELLING STORIES:

VERBS & VERB PHRASES

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Group 1:

In the present tense, describe what you think is happening.

Group 2:

In the past tense, describe what you think just happened.

Group 3:

In the future tense, describe what you think is going to happen.

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SPEAKING & LISTENING: VISUALIZING ART

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VTS: Listening and Speaking

What do you think is happening in this painting?
What do you see that makes you say that?
What more can you find?

Let them Play!

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Speaking & Listening:

Visualizing

Creating Pictures in Your Mind

Understanding, attending to, and developing a personal awareness of the sensory and emotional images that arise from reading [or looking at art] give students the flexibility and capacity to experience an added depth of interpretation.

Mosaic of Thought

(Keene & Zimmerman, 2007, p.195)

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People run frantically in all directions as buildings sway precariously under a dark, looming sky. Apocalyptic Landscape by Ludwig Meidner (1884– 1966) is a frenzy of sharp, thick diagonal lines that draw the eye in various directions. In the foreground, several people, their features indistinguishable, seem to panic as they run down a road, unsure whether to take the path to the left or right, both of which seem to lead to further chaos. The foreboding sky is filled with dark blue clouds outlined by thick, jagged black lines. The buildings are illustrated by curving lines, creating the sense that they are about to topple over. There is no indication as to what caused the panic and chaos evident in the painting. The only hint of optimism is the greenery located in the center and the lower-right corner of the painting.

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Apocalyptic Landscape

Ludwig Meidner (Germany, 1884-1966

Germany, 1913Paintings

Oil on canvas

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Listening and Speaking

Talk builds on the talk/knowledge of others
Speakers have access to indications of agreement or disagreement
Others can easily interrupt and ask for clarification
Talk can be elliptical and telegraphic

(Lave & Wegner, 1991; Wegner, 1998, 2009).

Research on one-to-one talk from a conversational analytic (CA) perspective has shown that:

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Flexible Groupings

Lee, Quinn & Valdés( 2013) argued that:

Both teachers’ and students’ language use in the classrooms vary in important ways depending on whether they are engaged in:

Whole-classroom participation (one-to-many)

2. Small group participation (one-to-small group)

3. Interaction with individual peers (one-to-one)

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“Without dialogue there is no communication, and without communication there can be no true education.”

Paulo Freire

Pedagogy of the Oppressed, pp. 92-93

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Principle ONE: Element 1.A: Language and Culture as Assets

The languages and cultures English learners bring to their education are assets for their own learning and are important contributions to learning communities. These assets are valued and built upon in culturally responsive curriculum and instruction and in programs that support wherever possible, the development of proficiency in multiple languages.

Principle TWO: Element 2.C: High Expectations

Teaching and learning emphasize engagement, interaction, discourse, inquiry, and critical thinking with the same high expectations for English learners as for all students in each of the content areas.

Principle TWO: Element 2.F: Rigorous Instructional Material

Rigorous instructional materials support high levels of intellectual engagement. Explicit scaffolding enables meaningful participation by English learners at different levels of English language proficiency. Integrated language development, content learning, and opportunities for bilingual/biliterate development are appropriate according to the program model.

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English Learner Roadmap

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ELD STANDARDS

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Collaborative. Exchanging information and ideas via

Oral communication and conversations. Offering opinions and

negotiating with or persuading others.

Interpretive. Listening actively and asking or answering questions about what was heard. Reading closely and explaining interpretations and ideas from reading [an artwork]

Productive. Supporting opinions or justifying arguments and evaluating others’ opinions or arguments.

Expanding and Enriching Ideas. Using noun and noun phrases to expand ideas and provide more detail. Modifying to add details to provide more information and create precision. P.14

Expanding and Enriching Ideas.�Use a wide variety of verb tenses appropriate for the text type and discipline to convey time (e.g., simple present for a science description, simple future to predict) in shared language activities guided by the teacher and independently.

BRIDGING: Exchanging information and ideas. Contribute to class, group, and partner discussions by listening attentively, following turn-taking rules, and asking and answering questions.

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College and Career Readiness Anchor Standards for Reading

1. Read closely to determine what the text [Artwork] says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

College and Career Readiness Anchor Standards for Writing

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequence.

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College and Career Readiness Anchor Standards for Listening and Speaking

2. Integrate an evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

�Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

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CCSS STANDARDS