A Qualitative Study on Translanguaging through the Arts: A Social-Emotional Process

Abstract

The purpose of this qualitative narrative study was to examine teachers’ stories and lived experiences regarding how English Language Learners (ELLs) learn in the visual arts classroom and how integrated social-emotional learning (SEL) practices influence their language development. The problem addressed was that ELLs remain at greater risk of academic disengagement and dropout due to challenges related to both language acquisition and social-emotional development. This study drew upon postmodern and poststructuralist perspectives in critical sociolinguistics, which conceptualize translanguaging as a fluid, multilingual, and multimodal practice of communication. In addition, SEL theories defined by the Collaborative for Academic, Social, and Emotional Learning (CASEL) provided a framework for understanding the relationship between social-emotional competencies and language learning. Narrative inquiry methods guided the collection and analysis of teachers’ personal accounts. Participants included 3 visual arts educators with experience in supporting ELLs through SEL and content-based instruction. Data were gathered through in-depth interviews and arts-based documentation, such as photographs, collages, and drawings. Stories were analyzed thematically and interpretively, with attention to how teachers constructed meaning around their pedagogical practices. Findings revealed that teachers viewed the visual arts as a powerful space for ELLs to engage in identity formation, self-expression, and cross-cultural dialogue. Teachers emphasized the importance of SEL practices, including collaborative critique, in fostering social awareness and relationship skills. Challenges such as limited planning time, inconsistent implementation, and lack of curriculum resources constrained practice. This study contributes to the literature by illustrating how teachers’ narratives underscore the role of visual arts and SEL in shaping inclusive, multimodal learning environments that affirm ELLs’ voices.