Acceso usuarios
Jim Anderson, Yu-Chiao Chung
There have been moves in a number of countries in recent years to develop appropriate pedagogies for the teaching of community/heritage languages, distinct from foreign language and mother tongue models. At the same time there has been a growing interest in ways of developing learners’ creative abilities and there are grounds for believing that an approach which gives priority to this may be especially fruitful for bilingual/bicultural learners. This study examined the contribution that arts-based creativity involving stories, art works, dance, drama and multimedia can make to the learning and teaching of community/heritage languages in the British context. Using largely qualitative research methods, data were collected in four London schools, two mainstream and two complementary (voluntary, community based) over three terms. Key findings arising from analysis clustered around four broad areas: language and literacy, cognition, intercultural understanding, personal and social development. As well as identifying the impact on learners, insights were gained into pedagogy and professional development and these are also commented upon.
