Using Photography and Other Arts-Based Methods With English Language Learners

Guidance, Resources, and Activities for P-12 Educators

Edited by Tabitha Dell'Angelo; Louise Ammentorp and Lauren Madden

This book focuses on arts-based classroom practices that can be used to support English Language Learners. Recognizing that all children learn differently, but that the needs of children learning a new language are particularly unique, each chapter offers innovative in which arts-based methods can support learning across content areas. This book also recognizes the intersectionality of language and socio-economic status that exists for many ELLs. Framing knowledge of two languages as an asset for children who otherwise may come from low resource contexts is an important feature of these chapters.
This edited book offers resources and practical suggestions from teachers who have successfully integrated the arts into their curriculum. It is a useful resource for classroom teachers and other practioners who work with ELL learners from K-12.

Rowman & Littlefield Publishers

Pages: 148 • Trim: 6¼ x 9½

978-1-4758-3761-2 • Hardback • October 2017 • $78.00 • (£60.00)

978-1-4758-3762-9 • Paperback • October 2017 • $40.00 • (£30.00)

978-1-4758-3763-6 • eBook • October 2017 • $38.00 • (£30.00)

Subjects: Education / Teaching Methods & Materials / Arts & Humanities, Education / Bilingual Education, Education / Language Experience Approach

Using Photography and Other Arts-Based Methods With English Language Learners

Guidance, Resources, and Activities for P-12 Educators

Hardback

Paperback

eBook

Summary

This book focuses on arts-based classroom practices that can be used to support English Language Learners. Recognizing that all children learn differently, but that the needs of children learning a new language are particularly unique, each chapter offers innovative in which arts-based methods can support learning across content areas. This book also recognizes the intersectionality of language and socio-economic status that exists for many ELLs. Framing knowledge of two languages as an asset for children who otherwise may come from low resource contexts is an important feature of these chapters.
This edited book offers resources and practical suggestions from teachers who have successfully integrated the arts into their curriculum. It is a useful resource for classroom teachers and other practioners who work with ELL learners from K-12.

Details

Rowman & Littlefield Publishers

Pages: 148 • Trim: 6¼ x 9½

978-1-4758-3761-2 • Hardback • October 2017 • $78.00 • (£60.00)

978-1-4758-3762-9 • Paperback • October 2017 • $40.00 • (£30.00)

978-1-4758-3763-6 • eBook • October 2017 • $38.00 • (£30.00)

Subjects: Education / Teaching Methods & Materials / Arts & Humanities, Education / Bilingual Education, Education / Language Experience Approach

Author

Tabitha Dell’Angelo is an Associate Professor and Coordinator of the Urban Education Program at The College of New Jersey.

Louise Ammentorp is an Associate Professor of Early Childhood Education at The College of New Jersey.

Lauren Madden is an Associate Professor of Elementary Science Education and Coordinator of the Environmental Sustainability Education Program at The College of New Jersey.

Table of Contents

Preface
Acknowledgements
Chapter 1: Engaging English Language Learners through the Arts Using the Aesthetic Overlay of CRISPA
Donna Goodwin and P. Bruce Uhrmacher
Chapter 2: Sensemaking Through Artmaking: Trash for Teaching and Visual Arts Integration with Elementary Emergent Bilingual Students
Kristin Papoi
Chapter 3: Photo Elicitation: Using Photography with Elementary ELL Students
Carissa Natalewicz
Chapter 4: Becoming a Community: How an Arts-integrated Curriculum Supported the Development of English Language Learners in a Kindergarten Classroom
Rebecca Garte and Michelle Allen
Chapter 5: Telling Stories After School: Using Photography to Build Literacy and Community
Tabitha Dell’Angelo, Lauren Madden, and Maureen Hudson
Chapter 6: Bilingualism and Project Arts-based Learning
Laura Felleman Fattal
Chapter 7: Photovoice as a Vehicle for Supporting Environmental Literacy and Language Acquisition
Marissa Bellino, Jennifer D. Adams, and Joanna Higgins
Chapter 8: Exploring Identity Through Image: E-Portfolios Supporting Cross-Curricular Learning for English Language Learners
Sarah Jean Morrison
Chapter 9: The Selfie Project: Using Photographs to Improve Writing with Diverse Learners
Browning Neddeau
Chapter 10: Who are you? I am…: Activist Art to Author ELL Identities
Sheron L. Mark
Chapter 11: Everyday Photography Tips for your Classroom
Destiny De La Rosa
About the Editors
About the Contributors
Index

Reviews

In many ways, this book is a well-timed revolution. It is an antidote to an era when test scores are prioritized over robust education, when schools are stealing from the most marginalized students access to arts education. If discussions about benefits of the arts for English Language Learners isn’t enough, the on-the-ground activities for bolstering, not just student learning, but also student engagement are invaluable. Every teacher of English Language Learners should read this book.
— Paul C. Gorski, Founder & Lead Consultant, Equity Literacy Institute

Using Photography and Other Arts-Based Methods With English Language Learners is an interesting and inspiring book that introduces highly engaging instructional strategies and logical, clear research to classroom teachers so they can strengthen and enhance the learning of non-native English speakers (and all their students). Throughout the book, the authors share ideas and examples of how ELL students have been empowered to be creative problem solvers and encouraged to take active roles in their learning with rich “hands-on, minds-on” experiences. Each chapter explains the “whys and hows” of supporting ELL students as well as the benefits (academically and social/emotionally) of encouraging a safe, secure community of learners so all students can participate and grow. This is an interesting and inspiring book that introduces highly engaging instructional strategies and logical, clear research to classroom teachers so they can strengthen and enhance the learning of non-native English speakers (and all their students). Throughout the book, the authors share ideas and examples of how ELL students have been empowered to be creative problem solvers and encouraged to take active roles in their learning with rich “hands-on, minds-on” experiences. Each chapter explains the “whys and hows” of supporting ELL students as well as the benefits (academically and social/emotionally) of encouraging a safe, secure community of learners so all students can participate and grow.
— Jeanne Muzi, 2008-09 NJ State Teacher of the Year