33.3683, Review: Applied Linguistics: Andrews, Almohammad (2022)

[The LINGUIST List]

LINGUIST List: Vol-33-3683. Mon Nov 28 2022. ISSN: 1069 - 4875.

Subject: 33.3683, Review: Applied Linguistics: Andrews, Almohammad (2022)

Moderator: Malgorzata E. Cavar, Francis Tyers (linguist at linguistlist.org)
Managing Editor: Lauren Perkins
Team: Helen Aristar-Dry, Steven Franks, Everett Green, Sarah Robinson, Joshua Sims, Jeremy Coburn, Daniel Swanson, Matthew Fort, Maria Lucero Guillen Puon, Billy Dickson
Jobs: jobs at linguistlist.org | Conferences: callconf at linguistlist.org | Pubs: pubs at linguistlist.org

Homepage: http://linguistlist.org

Please support the LL editors and operation with a donation at:
           https://funddrive.linguistlist.org/donate/

Editor for this issue: Maria Lucero Guillen Puon <luceroguillen at linguistlist.org>
================================================================


Date: 
From: Jessica McConnell [jessica.mcconnell at utsa.edu]
Subject: Creating Welcoming Learning Environments


Book announced at https://linguistlist.org/issues/33.2033

AUTHOR: Jessica Wallis McConnell
TITLE: Creating Welcoming Learning Environments
SUBTITLE: Using Creative Arts Methods in Language Classrooms
PUBLISHER: Multilingual Matters
YEAR: 2022

REVIEWER: Jessica McConnell

SUMMARY

This edited volume offers teachers, teacher educators, and researchers
a resource that will guide them through a variety of approaches to
integrating creative arts in multilingual learning environments. The
volume is divided into eight main chapters. The first and last two
chapters provide general discussions on how leveraging creative arts
creates a more welcoming, supportive educational experience for
language learners and their families. Chapters Three through Six
describe specific creative arts activities that have been implemented
through a variety of projects and programs. Each of these four
chapters include additional short supplemental chapters which
illustrate the successes and challenges experienced by practitioners
who have implemented these activities in the real world.

The editors provide an introduction to what the volume offers in
Chapter 1. After discussing the purpose of the volume and how the
chapters are formatted, they situate the volume among previous
literature related to the use of creative arts to support multilingual
learners. The editors describe the multiple contexts covered by the
included chapters. They then provide information about the research
projects which inspired this volume, as well as the guiding principles
behind these projects. They end their introduction with an overview of
what each chapter contributes to the volume.

In Chapter 2, Phipps proposes three “transitions” that may help shift
the performance-driven, pressure-inducing educational system to one
that is more creative and welcoming. Suggestions include the
integration of ceremonial practices, making provisions for change in
the linguistic landscape of schools, and decolonizing multilingualism
through artistic practices. Each “transition” described is accompanied
by a brief description of how it is addressed in the other chapters of
this volume. Phipps concludes this chapter with a discussion of the
“Well in Welcoming” as a “constant metaphor for education, learning
and knowledge” (p. 19). The final words of this chapter are
appropriately presented in the form of a metaphorical poem.

Almohammad discusses the benefits of community filmmaking in
multilingual and multicultural educational spaces in Chapter 3. The
author focuses on how two community filmmaking projects leveraged the
cultural and linguistic resources of students as they explored issues
of language and power as well as global and local topics of interest.
In the short supplemental chapters that follow, authors Sharland and
Lievaart discuss the process and results of implementing filmmaking
projects in a primary school as well as a school for deaf children.

In Chapter 4, Ma introduces the integration of creative arts into a
16+ English to Speakers of Other Languages (ESOL) program. The author
thoroughly explains the collaborative efforts employed to help young
people build resilience, a sense of belonging, and a feeling of being
respected and cared for. Subsequently the author discusses some of the
challenges faced before describing four specific activities (i.e.,
murals, self-portraits, suitcases, and identity boxes) that were
successful in helping young people express themselves while exploring
their identities and making connections with their teachers and peers.
In the short supplemental chapters that follow Chapter 4, authors
Tippett, Prosser, Thomas, and Reeve provide additional real-world
examples of their approaches to implementing identity suitcases in
primary and secondary schools. Included among these schools is a
school for children ages 7-16 who have complex learning difficulties.

Tordzro and Tordzro introduce the concept of “treasured opportunities”
(p. 68) and the integration of music and textiles in teaching and
learning contexts in Chapter 5. The authors focus in particular on the
use of Adinkra symbols in this process. After providing step-by-step
instructions for the co-creation of music and textile prints, the
authors conclude with a discussion of the benefits of this approach
and how to address the potential concern of cultural appropriation
during this process.

In the first short supplemental chapter following Chapter 5, Grotzke
reflects on the implementation of this approach in a primary school.
Grotzke also provides detailed information on the preparation
necessary to ensure that the lesson went smoothly. As a result,
children were able to confidently create their own designs with an
understanding of the meaning and importance of Adinkra symbols. Moore
follows with a short supplemental chapter detailing the process of
setting up school radio stations, providing specific technical
information for readers interested in replicating this process at
their own schools. In the third short supplemental chapter for this
section, Francis describes how staff training and classroom workshops
taught Jamaican songs and actions to primary school staff and
children. Descriptions and video links are provided for several
specific songs as well. In the final short supplemental chapter,
Prosser describes the use of a new “tannoy” system to showcase the
languages represented at an ethnically diverse secondary school.

Chapter 6 diverges from the format of previous chapters by providing
the transcript of a conversation between Andrews and poet Tawona
Sitholé. In their dialogue, the two authors first discuss the projects
that Sitholé has been working on. Next, Sitholé describes his
approaches to integrating creative methods into his teaching
practices. Andrews then questions Sitholé about his opinions on the
connection between the arts and languages, as well as the value of
bringing the arts into schools. The two authors explore more specific
topics such as Sitholé’s work with objects like the calabash before
ending the chapter with a broader discussion of the inspirations
behind his work and his hopes for change that may occur by inspiring
people through art. Sitholé concludes in stating two lessons worth
learning in particular: that “any moment can be a moment of learning,
any encounter, any person you meet is a potential teacher” (p. 112)
and that “anybody has the potential to change a life. Anybody has the
potential to teach something profound” (p. 113).

In the first short supplemental chapter that follows Chapter 6,
Comfort provides a quick description of the social and linguistic
benefits of producing school musicals in a primary school. After this
description, Comfort provides three weeks of highly detailed lesson
plans which include session objectives, language focus descriptions,
step-by-step instructions with homework ideas, and additional
resources. The chapter concludes with a list of ideas for drama games
that can be played. In the second short supplemental chapter, Moore
describes how providing students with poems in both their first
language and English helped them build their poetry analysis skills.

In Chapter 7, Barnes reflects on a project in which parent members of
a group called Branching Out collaborated to create a multilingual
welcome banner for a children’s center in Bristol. This project
highlighted the importance of creating an environment that encourages
the sharing of skills and ideas and which fosters a sense of pride,
achievement, and inclusion in parents “who might have otherwise
slipped quietly through the net” (p. 134).

Conteh begins Chapter 8 with a brief summary of the three guiding
principles of the book: “cooperation and collaboration; experiential
learning; and research and classroom practices guided by a
‘decolonizing ethos’ which aim to develop equal, positive
relationships among all participants” (p. 135). Conteh then
contextualizes the book by describing the current situation of English
as an Additional Language in England. This chapter discusses concerns
related to how linguistic diversity has been positioned as a problem
in mainstream education in England and the lack of training for
educators with regard to teaching multilingual learners. However, it
also provides a sense of hope by illustrating how creative and
collaborative practices may be leveraged to empower multilingual
learners and help them achieve success. Conteh concludes the chapter
by making connections between the content of this volume and both
funds of knowledge and translanguaging theory.

The afterward to this volume provides a one-page list of the specific
activities described in the volume and their benefits to learning and
teaching. Each bullet point is only one sentence long, meaning that
readers are able to quickly skim this page to gain a quick
understanding of activities they might embrace and the rationale
behind them. An index follows to allow readers to efficiently navigate
to specific topics, contexts, and authors referenced.

EVALUATION

This volume provides a coherent, thoughtful, and positive discussion
on how a variety of creative arts may be implemented to create
learning environments that are more nurturing and welcoming to
learners from culturally and linguistically diverse backgrounds. Some
potential issues were noted, however. One item that may be of concern
to some scholars is that, with the exception of Almohammad’s chapter,
references to translanguaging throughout the volume did not draw upon
the work of foundational translanguaging scholars such as Ofelia
García, Li Wei, and Ricardo Otheguy. Including references to their
work may have provided readers with a greater depth of understanding
of the nature and value of translanguaging.

In addition, the content of some chapters still reflected
language-as-problem language ideologies (Ruiz, 1984). For example,
there is a sense at times that the acquisition of English is still the
preferred goal over the sustaining of learners’ home languages. For
example, the stated purpose of the book is “to open out principles for
bringing together creative arts approaches with teaching and learning
used to support learners’ developing English language skills in
mainstream schools” (p. 2). Furthermore, in one chapter illustrating
how students were able to work both in their first language and
English while working on a filmmaking project, the author highlighted
the English language as “the most important in the task” (p. 40).
Metaphorical language barriers were also frequently discussed as a
problem to be overcome. There was a sense at times that linguistic
diversity was still considered a challenge to be faced, even if this
was not intended.

In general, however, this volume seems to focus more on cultural and
linguistic diversity as a resource to be celebrated and encouraged.
The juxtaposition of theory and practice provided results in a rich,
informative resource for researchers and practitioners alike. Although
each chapter provides a unique approach and perspective, the authors
always discuss how the information and ideas that they provide tie
back to the main purpose of the overall volume. The information in
this volume could inform additional research, particularly empirical
studies which could take place in contexts outside of the United
Kingdom. This volume also may be of great value to teachers, as the
ideas provided are accompanied by step-by-step instructions along with
information on how challenges were addressed and ideas for adaptations
that could be made for different contexts. In some cases specific web
site links are even provided to allow teachers to access additional
outside resources for more information and ideas. The volume is also
well-organized by theme, meaning that teachers and researchers can
quickly navigate to a topic of interest. Due to the concise length of
each chapter, readers can then get the information they need from a
quick reading. Those who wish to skim even more quickly for
information will find the process facilitated by the authors’ use of
bold thematic headings.

Overall, this volume is a suggested read for those who desire a quick
overview of specific approaches to embracing creative methods in the
classroom in order to make diverse learners feel more comfortable,
confident, and welcome.

REFERENCES

Ruiz, Richard. 1984. Orientations in language planning. Nabe Journal
8(2). 15-34.

ABOUT THE REVIEWER

Jessica McConnell is a doctoral candidate pursuing a Ph.D. in Culture,
Literacy, and Language at The University of Texas at San Antonio. Her
research interests include teacher attrition, teacher burnout, teacher
education, teacher identity, and translanguaging. Her career goal is
to work as a teacher educator.



------------------------------------------------------------------------------

***************************    LINGUIST List Support    ***************************
 The 2022 Fund Drive is under way! Please visit https://funddrive.linguistlist.org
  to find out how to donate and check how your university, country or discipline
     ranks in the fund drive challenges. Or go directly to the donation site:
                   https://crowdfunding.iu.edu/the-linguist-list

                        Let's make this a short fund drive!
                Please feel free to share the link to our campaign:
                    https://funddrive.linguistlist.org/donate/
 


----------------------------------------------------------
LINGUIST List: Vol-33-3683
----------------------------------------------------------