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You get to be yourself' : Visual arts programs, identity construction and learners of english as an additional language
Wielgosz, Meg Molyneux, Paul
Wielgosz, Meg
Molyneux, Paul
Author
Abstract
Students learning English as an additional language (EAL) in Australian schools frequently struggle with the cultural and linguistic demands of the classroom while concurrently grappling with issues of identity and belonging. This article reports on an investigation of the role primary school visual arts programs, distinct programs with a specialist teacher, in a designated art room, can play in supporting EAL students’ identity construction and social transition. At six Melbourne primary schools, classroom observations and teacher and student interviews revealed that the visual art programs offer clear possibilities for enhanced and empowered constructions of identity. This article focuses on four students as case studies, highlighting the powerful role visual arts programs, classrooms and teachers can play in EAL learners’ identity construction. On a personal and societal level, identity construction and a positive sense of self are essential in our current era of increased linguistic and cultural pluralism, and this study offers insights into how these inclusive goals can be achieved.
Keywords
Date
2015
Type
Journal article
Journal
Journal of Language Identity and Education
Book
Volume
14
Issue
4
Page Range
275-289
Article Number
ACU Department
Collections
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Event URL
Open Access Status
License
File Access
Controlled