A Qualitative Case Study: Teachers’ Perceptions of Arts Integration and Vocabulary for English Learners in Grades 3-5
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2024
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Abstract
Students who are acquiring English and have another primary language are defined as English learners. Vocabulary knowledge is critical for English learners because vocabulary knowledge influences academic success. Evidence suggests that integrating the arts with academic content may influence vocabulary knowledge. The problem was that Georgia English learners in grades 3-5 were not obtaining vocabulary skills necessary for success in school. The purpose of this qualitative case study was to explore teachers’ perceptions of implementing arts integration as an instructional approach to support vocabulary development of English learners in content areas and the potential challenges associated with this approach. The study filled gaps in the literature by exploring participants’ perceptions of the influence of arts integration on the vocabulary of English learners in grades 3-5. Guided by social constructivist and multiple intelligences theories, the research questions addressed arts integration, vocabulary development, and challenges. A descriptive case study revealed teachers’ insights. The population included elementary Georgia teachers with a sample size of 15 participants. Georgia teachers who instructed English learners, taught grades 3-5, and used arts-integrated approaches were selected. Data instruments included open-ended questionnaires and interviews. Data was collected using Google Forms and transcribed interviews. Inductive coding was used to identify recurring themes. Key results included relevance, active involvement, and noncognitive influences, along with potential challenges. Among the recommendations were the development of new curriculum, the examination of policies, and provisions for time, resources, and professional development.
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