The impact of arts-based pedagogical approaches in English as second or foreign language learning

Article


Chang, Heejin, Power, Margaret and Windeatt, Scott. 2022. "The impact of arts-based pedagogical approaches in English as second or foreign language learning." Australian Art Education. 43 (2), pp. 151-185.
Article Title

The impact of arts-based pedagogical approaches in English as second or foreign language learning

ERA Journal ID9873
Article CategoryArticle
AuthorsChang, Heejin, Power, Margaret and Windeatt, Scott
Journal TitleAustralian Art Education
Journal Citation43 (2), pp. 151-185
Number of Pages35
Year2022
PublisherAustralian Art Education
Place of PublicationAustralia
ISSN1032-1942
Web Address (URL)https://search.informit.org/doi/epdf/10.3316/informit.101296110977017
Abstract

The purpose of this article is to examine the implementation of an arts-integrated lesson as part of an intensive academic speaking and listening course in an English for Academic Purposes (EAP) program in an Australian regional university. The lesson, which was developed in collaboration with an art specialist and a photographer artist, focuses on the impact of Arts-based pedagogical (ABP) approaches on the development of English language skills. Data was gathered from activities posted on a Virtual gallery using VoiceThread, a digital interactive sharing tool that enables students to add images and comments to group discussions. Additionally, reflections based on classroom observations and feedback from students were analysed. The study proposes that arts-based lessons that use widely available technology can create an effective, highly motivating language learning environment.

KeywordsArts-integration, English for Academic Purposes, language learning.
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020470401. Applied linguistics and educational linguistics
390108. LOTE, ESL and TESOL curriculum and pedagogy
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Byline AffiliationsUniversity of Southern Queensland
Independent Researcher, Australia
Newcastle University, United Kingdom
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