Visual immersion for cultural understanding and multimodal literacy | Culture and communication in digital worlds

Author(s): Cathy Smilan

Year of publication: 2017

Keywords: Visual immersion, Cultural understanding, Multimodal literacy, English language learners (ELLs), Multicultural art curriculum

Methodology/Sample: _/_

Reference: Smilan, C. (2017). Visual immersion for cultural understanding and multimodal literacy. Arts Education Policy Review, 118(4), 220-227. https://doi.org/10.1080/10632913.2017.1287805

Abstract

When considering inclusive art curriculum that accommodates all learners, including English language learners, two distinct yet inseparable issues come to mind. The first is that English language learner students can use visual language and visual literacy skills inherent in visual arts curriculum to scaffold learning in and through the arts. Second, in facilitating a sense of belonging for students whose home language and cultural aesthetic may be different from those of the dominant school culture, an authentically developed multicultural art curriculum can guide self-efficacy and inclusiveness. Both aspects of teaching art for English language learners can have the added benefits of facilitating collaborative learning opportunities and increasing worldviews for all students.

> Summary

The paper discusses the importance of inclusive art curriculum for English language learners (ELLs) using visual language to enhance learning.
It emphasizes developing multicultural art curricula to foster belonging and self-efficacy among diverse students.
The research highlights the need for effective bilingual education strategies, including two-way immersion and home language instruction.
It critiques the limitations of current educational policies and practices that often marginalize ELLs.
The authors advocate for a holistic approach to education that values cultural capital and diverse experiences.

> Problem statement

The paper discusses the inadequacy of preservice teachers in preparing for diverse learners, particularly English language learners (ELLs).
It highlights the marginalization of ELLs due to insufficient educational policies and practices.
The need for a culturally inclusive curriculum that respects diverse backgrounds is emphasized.
There is a concern over the dichotomy in educational policies that favor certain teaching methods over effective bilingual education.
The paper critiques the lack of resources and understanding in teaching practices that affect ELLs’ learning experiences.

> Methods used

The paper discusses integrating visual language immersion for creative development and critical analysis in education.
It emphasizes Two-Way Immersion for English language learners (ELLs) to experience multiple home languages.
The curriculum promotes co-constructing meanings and metaphors with students, especially ELLs.
It highlights the importance of cultural transmission through art and visual culture for understanding diverse identities.
The paper advocates for collaborative learning opportunities to enhance inclusiveness and self-efficacy among students.

> Practical implications

The paper emphasizes the need for visual language immersion to enhance learning for English language learners (ELLs) and all students.
It advocates for integrating art lessons to support vocabulary development through visual cues and oral practice.
The research suggests developing inclusive policies that prioritize home language instruction alongside visual content.
It highlights the importance of creating multicultural art curricula to foster a sense of belonging among diverse students.
The findings encourage educators to critically reflect on their practices to improve pedagogical approaches in art education.