Art-Based Language Learning for Heritage Students

Language educators can learn so much from the heritage language learners in their classrooms. While textbooks and curricula often ignore the fount of knowledge that heritage language learners can provide, there are many ways that teachers can appreciate and give voice to these students’ knowledge and experiences. Project-based learning, with an emphasis on art and creativity, is one way to bring heritage students into classroom conversations, encourage participation, and help them feel valued and represented.

Heritage language learners value active learning, application to life experiences, and collaborative projects. Art-based learning is one teaching method that checks these boxes by providing opportunities to recognize and celebrate heritage language learner identity. Because there is no “right” or “wrong” in art-based learning, students can build confidence as they interpret what they see, express themselves, and deepen their understanding of the culture and artistic tradition associated with their heritage language. My students share that learning Arabic through the lens of art and poetry “unlocks a door” for greater understanding and appreciation of the language. Heritage students also share increased confidence in their Arab identity after learning about Arab culture through art and poetry.

One project that my heritage students have found meaningful is an interdisciplinary unit that incorporates art and poetry from the Arab world. Students reimagine a painting, such as “Ba Ayoon El-Akhbar” (1992) by Ali Omar Ermes, and pair it with a poem they write and translate around a topic that the art and poetry evoke.

Writing and translating poetry helps students develop their vocabulary, and it shows them the richness and complexity of the Arabic language.

Anfal, one heritage student in the class, shared that the project boosted her confidence in her Arabic language skills and in her identity as a British Arab. She understands how important it is to “talk about our tradition and show people who we are.” As she learns Arabic, she feels greater confidence and pride in the language.

Anfal’s mother shared that the art-based learning “helped Anfal massively improve in her art skills, the ability to analyze paintings very easily, and their connection to her personal life.” She adds, “Anfal became really confident speaking Arabic in public without any shame which is something we definitely need to improve in our society.”

A creative, visual art focus can enrich to the experience of Arabic language and culture learning for heritage students when a learner-centered transformative pedagogical model is followed. The approach demonstrates the possibilities of intertextual meaning making, personal development, active citizenship and affirmation of identity by connecting with personal experiences and beliefs. It goes beyond traditional approaches to language learning, which often feel artificial and insulting, and instead makes language learning real for heritage language learners.

In summary, bringing visual art and poetry into language learning supports personal confidence, affirms pride in identity and inspires active citizenship. Fostering connections between visual art, culture and language provides a rich and engaging context and for heritage language learning.

For further information, see the detailed case study based on three intermediate level students at the Peace school involved in the project mentioned above:

Khaled, F. and Anderson, J. (2023) Textart, identity and the creative process: a case study with Arabic heritage language learners. International Journal of Bilingual Education and Bilingualism, … .
DOI: 10.1080/13670050.2022.2158721
https://www.tandfonline.com/doi/full/10.1080/13670050.2022.2158721 [Open Access]