{"id":{"repo_id":"vcu","oai_identifier":"oai:scholarscompass.vcu.edu:etd-1191"},"canonical_url":"https://search.dev.ndltd.org/etd/vcu/oai:scholarscompass.vcu.edu:etd-1191","repository":{"repo_id":"vcu","name":"Virginia Commonwealth University","base_url":"https://scholarscompass.vcu.edu/do/oai/"},"display":{"title":"Teaching English Language Learners in the Art Classroom: A Survey of Approaches","abstract":"This study consisted of an online survey of members of the National Art Education Association Elementary Division in which 29 participants answered questions related to their instruction of English language learners in the elementary art classroom. Four participants participated in follow-up interviews as the researcher sought to answer the research questions: What pedagogical and curricular adaptations in the art classroom may be effective strategies for teaching English language learners? What are the perceived challenges of having a linguistically diverse art classroom? Participants offered a variety of pedagogical adaptations but suggested few curricular adaptations. Participants revealed challenges related to their teacher preparation and efforts to communicate clearly with students. The findings of the study also raise concerns that the needs of English language learners may not be recognized or met due to some educators’ lack of awareness of cultural differences and the assumption that art is a universal language.","abstract_html":"This study consisted of an online survey of members of the National Art Education Association Elementary Division in which 29 participants answered questions related to their instruction of English language learners in the elementary art classroom. Four participants participated in follow-up interviews as the researcher sought to answer the research questions: What pedagogical and curricular adaptations in the art classroom may be effective strategies for teaching English language learners? What are the perceived challenges of having a linguistically diverse art classroom? Participants offered a variety of pedagogical adaptations but suggested few curricular adaptations. Participants revealed challenges related to their teacher preparation and efforts to communicate clearly with students. The findings of the study also raise concerns that the needs of English language learners may not be recognized or met due to some educators’ lack of awareness of cultural differences and the assumption that art is a universal language.","abstract_has_math":false,"creators":["Greer, Alana"],"institution":null,"degree_name":"Master of Art Education","degree_level":"Thesis","degree_discipline":"Art Education","degree_department":null,"school":null,"contributors":["Sara Wilson McKay"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-10T07:00:00Z","date_published":"2011-05-10T07:00:00Z","updated_at":"2026-07-24T05:53:41Z","subjects":["Art Education","English Language Learners","Elementary Art Education","Survey","Linguistic Diversity","Pedagogical Adaptations","Curricular Adaptations","Education"],"languages":[],"rights":["© The Author"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarscompass.vcu.edu/etd/192"],"render_values":[{"text":"https://scholarscompass.vcu.edu/etd/192","href":"https://scholarscompass.vcu.edu/etd/192","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.25772/7QP0-7W61","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sara Wilson McKay"]},{"key":"dc:creator","label":"Author","values":["Greer, Alana"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-10T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Art Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Art Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Art Education","English Language Learners","Elementary Art Education","Survey","Linguistic Diversity","Pedagogical Adaptations","Curricular Adaptations","Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© The Author"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://doi.org/10.25772/7QP0-7W61","https://scholarscompass.vcu.edu/etd/192"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study consisted of an online survey of members of the National Art Education Association Elementary Division in which 29 participants answered questions related to their instruction of English language learners in the elementary art classroom. Four participants participated in follow-up interviews as the researcher sought to answer the research questions: What pedagogical and curricular adaptations in the art classroom may be effective strategies for teaching English language learners? What are the perceived challenges of having a linguistically diverse art classroom? Participants offered a variety of pedagogical adaptations but suggested few curricular adaptations. Participants revealed challenges related to their teacher preparation and efforts to communicate clearly with students. The findings of the study also raise concerns that the needs of English language learners may not be recognized or met due to some educators’ lack of awareness of cultural differences and the assumption that art is a universal language."]},{"key":"dc:title","label":"Title","values":["Teaching English Language Learners in the Art Classroom: A Survey of Approaches"]}]}],"canonical_facts":{"dc:contributor":["Sara Wilson McKay"],"dc:creator":["Greer, Alana"],"dc:date.available":["2016-05-10T07:00:00Z"],"dc:description.abstract":["This study consisted of an online survey of members of the National Art Education Association Elementary Division in which 29 participants answered questions related to their instruction of English language learners in the elementary art classroom. Four participants participated in follow-up interviews as the researcher sought to answer the research questions: What pedagogical and curricular adaptations in the art classroom may be effective strategies for teaching English language learners? What are the perceived challenges of having a linguistically diverse art classroom? Participants offered a variety of pedagogical adaptations but suggested few curricular adaptations. Participants revealed challenges related to their teacher preparation and efforts to communicate clearly with students. 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