Language at the core: Developing meaningful connections between the arts and classroom instruction

Abstract

What is the nature of teaching and learning in dance and theater, and in what ways do they influence second
language acquisition in emergent bilingual students? To research this question, the authors have collaborated
since 2005 in practitioner inquiry with artists and ESL and classroom teachers in DELLTA (Developing English
Language Literacy through the Arts). In addition to practitioner findings, an overall analysis of data collected
from over 200 observations by independent evaluators showed that student achievement in DELLTA was
strongest in seven variables: motivation, perseverance/task persistence, ability to focus, ownership of learning,
spatial awareness, self-confidence, and collaborative learning skills (Horowitz, 2008). The current inquiry focuses
on the Common Core and the kinds of language practices students need to learn to work and think like artists.
The authors conclude that opportunities for creative and authentic use of language in and through the arts, in
conjunction with nonverbal expression, help language learners communicate beyond their proficiency level
(NDEO, 2013). Throughout the art-making process, students learn to transform their bodies, minds, and use of
language