Earlier this month at Truesdell Elementary, in the last five minutes of one of my lessons, I drew the attention of my students. “Class, class!” I called. “Yes, yes,” they replied in unison. “I have a gratitude to do.” I held one of the drawings in perspective of my fourth year students and I projected it so that the class the way. Its parallel, vertical and diagonal lines carefully rendered converged to the point of disappearing have created an amazing visual. A “Wows” orchestra broke out of his classmates.
This student, a recent immigrant from El Salvador, often has trouble because of his capacity as English limited in main matters such as mathematics, reading and science. However, in the art hall, where the images are the universal language, his talent shines, allowing his classmates to see his strengths, not only his difficulties. As an art educator, I am not alone in seeing this phenomenon, Other art teachers across the United States Know how the arts can offer multilingual learners (MLS) to succeed in school even if they struggle in other classrooms.
I believe in the power of the arts – its ability to transcend linguistic barriers and how it helps all students, especially multilingual learners, to prosper at school. The arts give students the opportunity to express themselves, their ideas and their feelings in a creative way. For students who may not yet express themselves in English, these opportunities help them strengthen their confidence while allowing adults and their classmates to better know them. The arts also help students from different backgrounds and cultures to be celebrated by their peers and teachers.
As a teacher of visual arts who is dedicated to teaching in schools with a high percentage of multilingual learners, I understand a program of studies at the intersection of language development and artistic expression, creating an environment where my multilingual students can prosper.
While I think about my passion for the arts as a tool for the acquisition of the language, I come back to my experiences as an immigrant student sailing in a new language and culture – a journey that has shaped my conviction in the transformative power of artistic education.
Personal reflection and trip
At the age of 11, my family immigrated from Guadalajara, Mexico, California. In Mexico, the school was a safe and encouraging space where teachers celebrated my talents and my academic growth. Recognition and awards completed my first years.
However, my transition to the United States was shocking. In 1999, my family moved to Antioch, California, in the Bay region. In Antioch Middle School, where few students spoke in Spanish at the time, I felt isolated and unintelligent for the first time. To help me learn English faster, I was removed from my elective class, which was art, to give me a double dose of teaching in English. For the rest of the day, I was placed in classrooms where I could not communicate with students or teachers around me. I remember having sat in my math and science lessons alongside the only other Hispanophone student, responsible for translating complex scientific terms and algebraic formulas – an impossible burden on any sixth pupil. After a few days, my translator would be frustrated and would frantically try to take notes, speaking less and less for me. I sat in class for two hours in silence, looking out the window, dreamed of my school in Mexico.
After about a month, my professor of mathematics and sciences, although well -intentioned, lowered expectations by sending me back to the rear of the room to work on puzzles or sit on a computer when I could not follow the lesson. I remember that I felt extremely anxious and frustrated. I wanted to shout and tell them that I was intelligent and capable, but looking at the mathematical word problems in front of me, I knew that I could solve them – if only had my language to understand and express my thought.
After three months of isolation, my family’s inability to secure the accommodation pushed us to bring us closer to another family member in Long Beach, California. In Long Beach, I attended a school with a large population of multilingual learners. Having educators and comrades with whom I could communicate began to strengthen my confidence. In addition, I was placed in an art class. My visual arts lesson quickly became my favorite.
By creating art, I felt that everything I could not express with the words had become translated by pencil marks and brushstrokes. Soon, my art teacher began to notice my passion for art. Not only did he awarded me a price of excellence in art at the end of the year, but, with the help of other teachers, he provided me with opportunities to use my talents for my school by creating banners and posters for school dances and other events. These opportunities lead me to join the student council at the college. For the first time in the United States, I felt seen, supported and capable again.
Art as a language and bridge
My experiences of artistic education K-12, not only in the visual arts, but also in dance and theater, have shaped the educator that I am today. Not only do I believe in the potential of each student, whatever the cultural context, linguistic competence or socioeconomic status, but I learned that each student learns differently, has unique talents and brings a richness of knowledge and experience in the class.
In art class, I have the privilege of celebrating students whose forces do not always shine in main matters. Even those who do not have a natural ability to art are encouraged to embrace errors – because, as I tell them, “if you make a mistake, make the most beautiful error and show it to me.” After all, art is a question of progress, not perfection. I constantly remind my students to focus on the quality of their work by asking: “Have you taken your time?” Or “Is this something you are proud of?” My goal is that they believe in their potential, whatever they compare themselves to others. My role as a teacher is to meet students where they are while holding them to high expectations, and the arts are the bridge connecting learning and communication gaps in my class.
Visuals help transcend the language and help students grasp the concepts. I involve my students, in particular my multilingual learners, through each creative arsenal that I have acquired thanks to my artistic education. I use narration, games, group activities and my theatrical energy. My experience in the Lycée theater helps me to use the expressive suspense and body language, even allowing students with a limited English skill to grasp the lesson before translating key points.
I also encourage my multilingual learners to move in a fluid way between languages, an educational concept called translating. For example, I encourage students to describe works of art in any language they choose during artistic critics. If their favorite language is Spanish – or even SpanglishSometimes – the student code rocks between the two languages. I help while respecting their observations in English, helping the native English speakers to appreciate the ideas of their peers. When English -speaking native students hear peers speaking in Spanish or other languages, they develop patience and empathy. They feel, even briefly, to which multilingual learners face daily.
When students write artists’ statements, I allow them to use any language. One of my most proud moments was when my only Mandarin language student asked with enthusiasm if I could find the translation of Mandarin for “perspective at one point”. I projected the Chinese characters in the table, and he proudly taught the class how to pronounce them. He then wrote his artist declaration both in Mandarin and in English, brilliant in pride when he became both student and teacher.
A vision for the future
The arts can transform education, in particular for multilingual learners who navigate on the challenges of the language and cultural integration. My trip as a student and teacher showed me that art is more than a creative outlet: it is a universal language that strengthens trust, promotes connection and celebrates the talents of each student.
Whenever I see a student prospering in the art hall, I remember what is possible when we create spaces where students can shine in their own way. Art helps my students to express themselves, to share their stories and to embrace their unique perspectives. This shows their peers and teachers that they are more than the challenges they face, they are capable, creative and full of potential.
When I think back to my experience in difficulty in silence to find my voice through art, I feel a deep responsibility to give my students the same opportunities as I offered myself. Art has changed my life; Now it’s my greatest joy to watch it change theirs. Each project, each error has turned into something beautiful, every moment of pride that it felt. All this reminds me why I do this job. For me, it is the real goal of education: to help each child feel seen, supported and empowered to believe in themselves.
👑 #MR_HEKA 👑
