Arts+and+Popular+Culture

=Integrating the Arts and Popular Culture into the ESL Classroom= ====**General Resources | Music | Drama and Performance | Visual Arts | Popular Culture**====

General Resources

 * [[image:HallCover.jpg width="150" height="227"]] || **Hall, Joan K. and Lorrie S. Verplaetse, eds. 2000. //Second and Foreign Language Learning through Classroom Interaction.// New Jersey: Lawrence Erlbaum Associates, Inc.**

The editors have compiled a collection of research studies which prove the importance of classroom interaction in language learning. Of particular interest is Patricia Sullivan’s essay “Spoken Artistry: Performance in a Foreign Language Classroom,” which argues for the use of “playful performance” over a task-based curriculum. ||
 * [[image:ColemanCover.jpg width="149" height="229"]] || **Coleman, Hywel, ed. 1996. //Society// //and the Language Classroom//. Cambridge: Cambridge University Press.**

This collection of case studies from English language teachers around the world (with a heavy focus on Asian and African countries) outlines a non-traditional approach to the field. Emphasizes the importance of incorporating cultural context into the language classroom, rather than adhering to a strictly grammatical framework. Part of the //Cambridge Language Teaching Library// series. ||
 * [[image:DamenCover.gif width="154" height="233"]] || **Damen, Louise. 1987. //Culture Learning: The Fifth Dimension in the Language Classroom.// Reading, Mass.: Addison-Wesley Publishing Company.**

A thorough academic study of intercultural communication as it relates to both second- and foreign-language learning. Although Damen’s primary focus is on ESL teachers in the United States, her argument may be more broadly applied. Outlines the incorporation of English and American culture into English language lessons. ||
 * [[image:FreemanCover.jpg width="151" height="203"]] || **Freeman, David E. and Yvonne S. Freeman. 1992. //Whole Language for Second Language Learners.// Portsmouth, New Hampshire: Heinemann Educational Books.**

The Freemans make a convincing case for the fundamental need to teach ESL in context, arguing that language is learned first as a whole, then absorbed in smaller parts. Chapters 2-4 are especially relevant: “Lessons Should Be Learner Centered,” “Lessons Should Have Meaning and Purpose for Learners Now,” and “Learning Takes Place in Social Interaction.” ||

Music
"An ESL classroom that is intensively **music**/song based appears to be highly effective in the teaching of English, both in terms of achievement and attitudes." (Li 2009)


 * [[image:SposetCover.JPG width="199" height="295"]] || **Sposet, Barbara. 2008. //The Role of Music in Second Language Acquisition: A Bibliographical Review of Seventy Years of Research, 1937-2007//. Lewiston, NY: Edwin Mellen Press.**

An exhaustive study of the use of music in language learning, this volume covers all aspects of the topic, from research studies which prove the efficacy of this approach to resources for implementation. Multiple appendices include classroom activities, assessment tools, and a lengthy bibliography. Highly recommended. ||

**Lems, Kristen. 2001. Using Music in the Adult ESL Classroom (ERIC Digest No. ED459634).** Lems’ digest provides an overview of previous research in using music to teach adult ESL, and outlines a variety of musical activities which teachers may use. Although very brief, this is a source which readers could use as a jumping-off point, since it is a reliable summary of the topic and provides an adequate list of references.

**Li, Xiangming and Manny Brand. 2009. “Effectiveness of Music on Vocabulary Acquisition, Language Usage, and Meaning for Mainland Chinese ESL Learners.” //Contributions to Music Education// 36: 73–84.** The authors attempt to rectify what they view as a disparity in the field of ESL; namely, that while previous literature agrees in the importance of using music in language learning, there have been few empirical studies to prove its efficacy. Li and Brand performed a traditional research study, which proved that the students exposed to the greatest amount of music performed highest in several areas of language learning.


 * **ESL Café ([|www.eslcafe.com])**

One of the more robust ESL Web resources available, ESL Café provides a variety of activities and information for teachers, as well as job listings and discussion boards. Of particular interest to this topic is the “Idea Cookbook” feature, which includes an exhaustive list of activities incorporating music and video. Not all uploaded activities may be of comparable quality, but there are many suggestions for the use of popular artists in language exercises, from Alanis Morissette to //The Simpsons//. || ||

Drama and Performance


**Murillo M., Fernando. 2007. "Critical Teaching: Drama as an Approach to Communicative Learning and Development. Teaching Research Project Report." //Online Submission// (November): //ERIC//, EBSCO//host.// Accessed October 30, 2010.** A lengthy study of Murillo’s experience using drama as a tool for teaching English at a private, all-boys institution in Santiago, Chile. Murillo’s perspective originates in the psychological and socio-cultural roots of the accumulation of knowledge. As a result, his argument is quite theoretical, yet his overall message is clear: drama is a highly effective device for helping students simultaneously understand content and develop a sense of autonomy as learners.

** Summak, M.S. 1994. “Drama Behind the Curtain: Shadow Theatre in EFL/ESL Classes.” Paper presented at the annual meeting of the Teachers of English to Speakers of Other Languages, Baltimore, Maryland, March 8-12. ** This education guide from an ESL teacher in Turkey summarizes a project in which Turkish shadow puppetry was used as a technique for learning English. Outgoing and shy students alike have an opportunity to participate, as activity is hidden behind a curtain. The study proved that oral skills in particular are improved by incorporation of such activities, because such skills are enhanced by physical movement. An interesting idea for the ESL classroom.


 * See also Digital Storytelling**

Visual Arts


**Ching, Jann Pataray. “Using Art as a Means of Language Development and of Finding One’s Voice: One case study of an ESL learner.”** This case study focuses on the whole language approach through the experience of one student in the author’s class, who struggled with traditional learning methods. Ching found that nontraditional activities, from reading aloud to singing, and in particular drawing, greatly improved this student’s performance. While the author’s point of view suffers at times from ethnocentrism, it is overall a quite thorough and helpful study.

**The Internet TESL Journal ([|iteslj.org])**
An exclusively online resource for teachers of ESL, this journal includes a variety of articles, suggested teaching techniques and classroom activities. Search mechanism easy to use and produces many relevant results. Offers RSS feed. A few helpful selections include, but are not limited to the following:

> ([]) > A helpful guide to using art images as a teaching device. Hayes thoroughly explains how to use this creative approach in the classroom, how to adjust the activity to a variety of levels, and how to make the activity brief or extend it for several class periods.
 * **“Using Art Postcards in ESL/EFL Communication Classes” by Mary T. Hayes**.

> ([]) > Watt argues that modern art in particular stimulates superior classroom conversation, due to its abstract, often confusing nature, open to a variety of interpretations. Provides extensive notes for teachers, options for varying the lesson, and a long list of helpful resources.
 * **“Using Modern Art to Teach Language and Culture to ESL Students” by Diane Watt.**

> ([]) > Specifically designed for beginner classes, this activity is useful because it is entirely designed around the Guggenheim Museums’ website, and therefore requires no additional resources beyond a computer with Internet access. Of use for those who are interested in using the visual arts in the classroom but have limited resources available to them.
 * **“A Virtual Visit to the Guggenheim Museums in New York” by Shiao-Chuan Kung.**

**Online visual arts resources**
> Includes virtual tours and the ability to personalize one’s online experience.
 * **The Louvre Museum**. []

> Provides a variety of tools, including links to virtual museums. A bit clunky, but a handy resource.
 * **Mark Harden's Artchive**. [|www.artchive.com]

> Extensive online collection of modern art. Site may be confusing for non-native speakers.
 * **Museum of Modern Art** (New York). [|http://www.moma.org]

> Searchable database of European painting and sculpture from the years 1000-1850. A well-made and user-friendly site.
 * **Web Gallery of Art**. []


 * [[image:mondrian.jpg width="252" height="189"]] || ==== **ARTstor** ====

An invaluable resource (accessible via [|ResearchPort]), provides access to hundreds of thousands of images of artwork, architecture, design, and more. Appealing interface, interactive user experience, easy to download or print images for classroom use. ||

Popular Culture


===="Activities based on **popular culture** ... can offer opportunities for the development of standard language proficiency in tandem with the development of digital literacy and 21st-century skills." (Black 2009)====

**Black, Rebecca W. 2009. “English-Language Learners, Fan Communities, and 21st-Century Skills.” //Journal of Adolescent & Adult Literacy// 52: 688-697.** Using the example of online fan fiction communities, Black asserts that understanding how students engage outside of the classroom is essential to effective language learning. This article fills an important lacuna in that it addresses how to adjust teaching to 21st-century proficiencies and cultures. Includes discussion of particular technologies as well as overall pop-culture communities on which teachers may focus.

Duff addresses ESL education from the perspective of personal identity and narrative. Arguing that each student draws from his or her personal narrative in every classroom interaction, the author successfully proves the importance of incorporating these narratives into learning activities. The use of pop culture is a powerful, yet risky move; the teacher may gain rapport and make coursework more appealing through this type of discourse, but may have trouble bridging cultural gaps. Duff believes that more research is needed to find the most effective use of this approach.
 * Duff, Patricia A. 2002. “Pop culture and ESL students: Intertextuality, identity, and participation in classroom discussions.” //Journal of Adolescent & Adult Literacy// 45: 482-487.**