Creating Welcoming Learning Environments

Description

Combines academic theory with tried-and-tested classroom practice to inspire practitioners to use creative arts approaches in language learning and teaching

In a world where migration is a daily reality, the ways in which affirming educational experiences can be provided for all children remain high on the agendas of schools, colleges and teachers. This book provides practical ideas for how children, young people and parents can feel welcomed and affirmed in their multilingual identities and all learners can feel intrigued and excited by the linguistic diversity of the world’s people. The book will be an invaluable resource for educational practitioners, researchers, trainee teachers, teacher educators and all who are passionate about bringing together creative arts approaches with language learning and teaching. By blending academic theory with tried-and-tested classroom practice the authors will inspire readers to adapt the featured activities for their own contexts and learners.

Contributors

Chapter 1. Jane Andrews and Maryam Almohammad: Introduction: Connecting Creative Arts Approaches with Supporting Children and Young People Developing English as an Additional Language

Chapter 2. Alison Phipps: The Well in Welcoming

Chapter 3. Maryam Almohammad: Working with Community Filming in Multilingual and Intercultural Language Education  

Chapter 3.1. Gemma Sharland: Celebration through Film  

Chapter 3.2. Alicja Lievaart: A Filmmaking Project

Chapter 4. Lyn Ma: Creating Together: The Role of Creative Arts in an ESOL Classroom

Chapter 4.1. Su Tippett: Working with Children’s Needs and Preferences Using Creative Techniques  

Chapter 4.2. Judith Prosser: Assessing Children’s Language Using Creative Techniques

Chapter 4.3. Karen Thomas and Rebecca Reeve: Building Cohesion in School through Crafting

Chapter 5. Gameli Tordzro and Naa Densua Tordzro: Adinkra Creative Links: Music and Textiles in Welcoming Learning Environments  

Chapter 5.1. Alison Grotzke: Working with Adinkra Symbols and Printing: Unlocking Creativity in Children  

Chapter 5.2. Dominique Moore: A School Radio Station  

Chapter 5.3. Lois Francis: Singing Songs from Jamaica in Early Years Settings and Primary Schools in South Gloucestershire

Chapter 5.4. Judith Prosser: Audio in School: School Languages on the Tannoy System

Chapter 6. A Conversation with Tawona Sithole, Poet and Musician

Chapter 6.1. Anna Comfort: Creative Arts Processes for Working with EAL Children

Chapter 6.2. Dominique Moore: GCSE English, Using Poetry Written in Students’ First Languages

Chapter 7. Luci Gorell Barnes: The Welcome Banner: Cultural Exchange through Creative Collaboration

Chapter 8. Jean Conteh: Creativity, Collaboration and Ways Forward for EAL Learners

Jane Andrews and Maryam Almohammad: Afterword: Summary of Ideas for Practice

Sujets

• Disciplines
• Language Arts
• Teaching
• EDUCATION
• Lettres et linguistique
• Exámenes ESOL de la Universidad de Cambridge
• Multilingualism
• Study
• English as a foreign or second language
• Professional
• General officer
• ESOL
• General
• Research
• EAL
• Migration

Informations

• Publié par: Channel View Publications
• Date de parution: 09 juin 2022
• Nombre de lectures: 0
• EAN13: 9781788925815
• Langue: English
• Poids de l'ouvrage: 2 Mo

Extrait

Creating Welcoming Learning Environments
Full details of all our publications can be found on http://www.multilingual-matters.com , or by writing to Multilingual Matters, St Nicholas House, 31–34 High Street, Bristol, BS1 2AW, UK.
Creating Welcoming Learning Environments
Using Creative Arts Methods in Language Classrooms
Edited by
Jane Andrews and Maryam Almohammad
MULTILINGUAL MATTERS
Bristol • Jackson
DOI https://doi.org/10.21832/ANDREW5792
Library of Congress Cataloging in Publication Data
A catalog record for this book is available from the Library of Congress.
Names: Andrews, Jane (Professor of education), editor. | Almohammad, Maryam, editor.
Title: Creating Welcoming Learning Environments: Using Creative Arts Methods in Language Classrooms/Edited by Jane Andrews and Maryam Almohammad.
Description: Bristol, UK; Jackson, TN: Multilingual Matters, 2022. | Includes bibliographical references and index. | Summary: “This book provides practical ideas for how children, young people and parents can feel welcomed and affirmed in their multilingual identities and all learners can feel excited by the linguistic diversity of the world’s people. The book will be an invaluable resource for educational practitioners, researchers, trainee teachers and teacher educators”— Provided by publisher.
Identifiers: LCCN 2022003419 (print) | LCCN 2022003420 (ebook) | ISBN 9781788925792 (hardback) | ISBN 9781788925785 (paperback) | ISBN 9781788925815 (epub) | ISBN 9781788925808 (pdf)
Subjects: LCSH: English language—Study and teaching—Foreign speakers. | Creative activities and seat work. | Multilingual education. | Art in education. | Classroom environment.
Classification: LCC PE1128 .C757 2022 (print) | LCC PE1128 (ebook) | DDC 372.6—dc23/eng/20220414 LC record available at https://lccn.loc.gov/2022003419
LC ebook record available at https://lccn.loc.gov/2022003420
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN-13: 978-1-78892-579-2 (hbk)
ISBN-13: 978-1-78892-578-5 (pbk)
Multilingual Matters
UK: St Nicholas House, 31–34 High Street, Bristol, BS1 2AW, UK.
USA: Ingram, Jackson, TN, USA.
Website: www.multilingual-matters.com
Twitter: Multi_Ling_Mat
Facebook: https://www.facebook.com/multilingualmatters
Blog: www.channelviewpublications.wordpress.com
Copyright © 2022 Jane Andrews, Maryam Almohammad and the authors of individual chapters.
All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher.
The policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned.
Typeset by SAN Publishing Services.
Printed and bound in the UK by the CPI Books Group Ltd.
Contents
Contributors
1 Introduction: Connecting Creative Arts Approaches With Supporting Children and Young People Developing English as an Additional Language
Jane Andrews and Maryam Almohammad
2 The Well in Welcoming
Alison Phipps
3 Working With Community Filmmaking in Multilingual and Intercultural Language Education
Maryam Almohammad
3.1 Celebration Through Film
Gemma Sharland
3.2 A Filmmaking Project
Alicja Lievaart
4 Creating Together – The Role of Creative Arts in an ESOL Classroom
Lyn Ma
4.1 Working With Children’s Needs and Preferences Using Creative Techniques
Su Tippett
4.2 Assessing Children’s Language Using Creative Techniques
Judith Prosser
4.3 Building Cohesion in School Through Crafting
Karen Thomas and Rebecca Reeve
5 Adinkra Creative Links – Music and Textiles in Welcoming Learning Environments
Gameli Tordzro and Naa Densua Tordzro
5.1 Working With Adinkra Symbols and Printing – Unlocking Creativity in Children
Alison Grotzke
5.2 A School Radio Station
Dominique Moore
5.3 Singing Songs From Jamaica in Early Years Settings and Primary Schools in South Gloucestershire
Lois Francis
5.4 Audio in School – School Languages on the Tannoy System
Judith Prosser
6 A Conversation With Tawona Sitholé, Poet and Musician
6.1 Creative Arts Processes for Working With EAL Children
Anna Comfort
6.2 GCSE English, Using Poetry Written in Students’ First Languages
Dominique Moore
7 The Welcome Banner: Cultural Exchange Through Creative Collaboration
Luci Gorell Barnes
8 Creativity, Collaboration and Ways Forward for EAL Learners
Jean Conteh
Afterword: Summary of Ideas for Practice
Jane Andrews and Maryam Almohammad
Index
Contributors
Maryam Almohammad is an educator in language and intercultural communication at the Institute for Language Education, the Moray House School of Education and Sport, University of Edinburgh, UK. Her research and teaching focus on interculturality, intercultural citizenship, language, identities, art, creativity and power. She draws upon ethnographic research, sociological theories of practice, art-based methods and uses critical, postmodernist and posthumanist approaches.
Jane Andrews is a Professor of Education at the Department of Education & Childhood at the University of the West of England, UK. Jane is also a joint programme leader of the Professional Doctorate in Education (EdD) and contributes to teaching on the BA (Hons) Early Childhood. Jane has research and teaching interests in languages and education and in particular children developing English as an Additional Language. Previous research projects have included Researching Multilingually at Borders, funded by the Arts & Humanities Research Council and the Home-School Knowledge Exchange project, funded by the Economic and Social Research Council.
Anna Comfort is currently working as a Key Stage 1 class teacher and EAL coordinator at St. Michael’s on The Mount Primary School that lies in the heart of Bristol. She has taught a diverse range of children in inner city schools and has a real passion for working particularly with bilingual learners. In 2011, Anna took a sabbatical in India where she worked for a local charity delivering teacher training workshops designed to help train and support primary school teachers in schools in Panjim Goa. Prior to this, Anna worked as an ESOL tutor for three years teaching both refugees and asylum seekers in Leeds and Bristol.
Jean Conteh worked for more than 40 years in multilingual settings as a primary teacher, teacher-educator and researcher. She has published widely in the field for a range of audiences; her book for teachers, The EAL Teaching Book (Sage), now in its third edition, has become a standard text for schools and teacher education. For 12 years, she ran a bilingual Saturday School in Bradford with two of her former students, and she researched and wrote extensively about the children who attended, their families and their links with their mainstream schools. Now retired, she lives in Northumberland and still writes and gives the occasional talk.
Lois Francis is a qualified teacher with an MA degree in Education. She has more than 20 years of experience working in settings, s chools and local authorities in providing support for Black and Asian Minority Ethnic Pupils (BAME) including those with English as an Additional Language (EAL). The emphasis of her work is on closing the educational gap for BAME and EAL pupils. Her knowledge and expertise covers such areas as EAL pedagogy; support for African Caribbean pupils; raising attainment for Gypsy Roma and Traveller children; working with settings and schools to promote cultural diversity and to develop positive relationships with families and communities.
Luci Gorell Barnes began her professional life in the world of physical theatre but migrated to the realm of visual arts. Her work revolves around themes of childhood, isolation and belonging, and she writes, and makes books, maps and animated films to explore these ideas. Her participatory practice is concerned with those who find themselves on the margins for one reason or another, and she develops responsive processes that help people to think imaginatively with themselves and others. Her creative collaborations contribute to a range of disciplines that includes academic research, family support, health services and education.
Alison Grotzke turned her sights on a new career and a fresh challenge as a teaching assistant after being made redundant in 2012 from a financial role of 22 years. She currently works at Wheatfield Primary School in Bradley Stoke, Bristol, as a Year 1 teaching assistant and also dedicates support towards those children with EAL across the school. Her intervention focuses mainly on those who need the basics so that they can interact socially, become more independent and participate with confidence in school life. She seeks to use creativity where possible with the children, as she sells her own artwork, and finds that learners respond positively to this approach.
Alicja Lievaart , MA in Applied Linguistics and Teaching English as a Second Language, Teacher of The Deaf MA, started teaching English in Poland more than 15 years ago and is currently the English Lead at Elmfield School for Deaf Children in Bristol. Being a non-native speaker of English and having worked at various provisions including language schools, special and mainstream schools both in the UK and in Poland, she gives her a unique perspective on teaching English to EAL children. Her classroom practice based on the EAL methodology combined with a creative approach to the English curriculum has been a great success among her students.
Dominique Moore – I benefit from being bilingual and being married to a