Culturally Specific Bilingual Arts Integration

 
GENERAL

Research Abstract
Culturally Specific Bilingual Arts Integration

Today's young people are a source of growing social and academic concern. Combined with economic, cultural and linguistic barriers, Latino students are an even greater concern. Studies have demonstrated qualitative improved learning with either arts integration or with bilingual education. After a literature review, there was no conclusive quantitative evidence done prior to this study in 2015, for the benefits of combining the two to use bilingual arts integration as a method for improved learning. Could bilingual arts education improve learning? The purpose of this study was to evaluate the effect of bilingual arts integration on learning, and the positive outcomes for the Latino students it serves. Several data collection methods were used in this study, including surveys, rubrics, videotaped interviews, observations, and evaluations, although pre and post-testing with a timed Curriculum Based Method (CBM) was the primary methodology used at all six schools to determine the percentage of growth. Test scores from the six participating schools seems to indicate that the Latino students gained the most in comprehension, due possibly to their cultural connection. Students of other races followed, which included African American, Asian American/Pacific Islander, Native American, Slavic and Arabic, suggesting than non-Eurocentric curriculum can be engaging for other cultures as well.

A two-year case study documentign the effectiveness of bilingual arts-integration was conducted in under-served schools in three counties in Oregon. The purpose of this study was to evaluate the effect of bilingual arts integration on learning, and the positive outcomes for the Latino students it was designed to support.     

BIBLIOGRAPHY

Case Study
Malan, Danielle
39
June 2016
PUBLISHER DETAILS

Portland State University
Portland
OR, 97201
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