Presentation Type
Oral Presentation
Location
Portland State University
Start Date
5-4-2016 10:00 AM
End Date
5-4-2016 11:30 AM
Subjects
Arts -- Study and teaching, Multicultural education
Abstract
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.
Rights
© Copyright the author(s)
IN COPYRIGHT:
http://rightsstatements.org/vocab/InC/1.0/
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
DISCLAIMER:
The purpose of this statement is to help the public understand how this Item may be used. When there is a (non-standard) License or contract that governs re-use of the associated Item, this statement only summarizes the effects of some of its terms. It is not a License, and should not be used to license your Work. To license your own Work, use a License offered at https://creativecommons.org/
Persistent Identifier
http://archives.pdx.edu/ds/psu/17167
Culturally Specific Bilingual Arts Integration
Portland State University
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.