Latino English learners (ELs), among the largest student population in the United States K-12 school system, continue to lag behind their English-proficient peers. They also tend to attend segregated schools, have less-qualified teachers, and lack access to rigorous curriculum, including the arts. Museum education departments have increasingly sought to fill the gap in arts education for underserved populations. This mixed methods study explored the degree to which teaching artists (TAs) from a large metropolitan museum are effectively addressing the art education needs of Latino ELs. The dissertation study occured in two phases. Phase 1 included quantitative analysis of observations of the TAs using the numeric components and ancedotal evidence of the Observation Protocol for Academic Literacies. Phase 2 consisted of semi-structured interviews with the participants. Findings of the study indicate that while TAs can improve instruction in terms of providing materials of students’ native langauge and providing opportunities to transfer skills between their primary and the target language, they nevertheless use numerous strategies for effective English language instruction. This can inform museum education departments on effective teaching practices of ELs, an area of study that has almost no scholarship.
|Commitee:||Baltodano, Marta, Porter, Jason|
|School:||Loyola Marymount University|
|School Location:||United States -- California|
|Source:||DAI-A 80/02(E), Dissertation Abstracts International|
|Subjects:||Art education, English as a Second Language, Middle School education, Elementary education, Museum studies|
|Keywords:||Art education, English learners, Museum education, Museum studies, OPAL, Teaching artists|
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