Beyond the “Core”: Preparing Art Educators to Meet the Needs of Culturally and Linguistically Diverse Students

Abstract

Classrooms in English‐dominant countries are increasingly multilingual spaces, and research has called for teacher preparation to focus more specifically on the needs of culturally and linguistically diverse (CLD) learners. Indeed, efforts have been made to better train pre‐ and in‐service teachers of math, social science, English language arts, and sciences to work with CLD learners. However, we argue that concentrating efforts only in the core content areas is too limited an approach. Specifically, we take the stance that this narrow focus ignores issues of CLD students’ access to arts education (e.g., art, music, dance, theatre, etc.) and also diminishes the value and depth of both the content and language of the arts. In this article, we discuss the need for all teachers to be prepared to support CLD students, describe culturally and linguistically responsive pedagogy as a framework for developing art teacher competence, and offer suggestions for policy and practice in pre‐ and in‐service art teacher education.

Teaching Culturally and Linguistically Diverse Learners: A Content Analysis of Teacher Professional Organizations’ Position Statements

“…We encourage TPOs to examine institutional habitus and consider ways they can be more explicit about naming the priorities and needs for CLDLs within their field and perhaps co-construct position statements (and other activities) with fellow TPOs that specifically support CLDLs (e.g., National Association for Bilingual Education [NABE], TESOL, WIDA). Indeed, there is a deep body of research on how to support CLDLs generally (e.g., Tigert & Leider, 2022a, 2022b; Walqui & Bunch, 2019) and in specific content areas (e.g., Baker et al, 2014; Markos & Himmel, 2016). However, this research is often published in venues that focus on literacy (e.g., Vaughn et al, 2022), multicultural education (e.g., Nieto, 2017), or TESOL (e.g., Brooks, 2018; Grapin & Lee, 2022), instead of by organizations for particular content areas.…”

The Analysis of Artificial Intelligence Digital Technology in Art Education Under the Internet of Things

“…Students in the digital age expect to experience the integration of advanced technology in their learning, making people rethink art education methods and means. In addition, in traditional art education, students typically rely on static learning materials and conventional teaching methods, which, to some extent, limit creative space and instructional interactivity [9][10][11]. However, the gradual maturity of IoT technology allows humanity to inject new vitality into art education by connecting various devices and employing innovative digital means [12][13][14].…”