Most English-language learning classrooms use conventional teaching methods that focus on grammar drills, vocabulary memorization, reading comprehension and structured writing tasks — all with the emphasis on language accuracy. Unfortunately, these teaching methods don’t address newcomers’ needs or build on their strengths.

This manner of teaching also fails to acknowledge students’ diverse experiences, skills and talents — including their knowledge of other languages. These experiences and skills can be important resources in their learning.

Our recent study suggests there’s a better way of teaching and learning English. We found that English-language learners developed confidence, a sense of belonging and deeper language skills when the arts were incorporated into teaching and learning practices.

To develop a new way of teaching English using the arts, we used the arts-integrated Parallaxic Praxis model. This is a research framework that celebrates and values diverse perspectives. The model was developed by Pauline Sameshima, one of the authors of this story, and her colleagues.

Creative inquiry

According to the Parallaxic Praxis model, engaging with different modes of creative communication — such as photography and drawing — can empower students to shift their focus from rote memorization to creative and meaningful inquiry. This helps students connect their personal experiences with language learning.

The model has three phases for learning: The data collection phase, the analysis phase (where what a person has learned is transformed into something new — such as making a painting from a text description) and the rendering phase (where knowledge is produced). The model celebrates and values diverse perspectives, ensuring that the unique experiences of English-language learners are valued and acknowledged.