Creating multilingual spaces through arts-based methods in foundation phase classrooms
Bibliographic Data
| ID | 22165783 |
|---|---|
| Authors | Shine Aung (University of Pretoria, corresponding author) |
| Year | 2025 |
| Volume | 10 |
| Publication date | 2025-10-16 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2025.1628614 |
| OpenAlex | W4415237371 |
| Language | EN |
| References cited | 29 |
This article considers how the use of multiple languages and the incorporation of arts-based methods in the Foundation Phase (Grades 1 to 3) classroom led to the creation of a third space, which is characterised by openness and creativity. A third space is transformative in nature, as it facilitates the process of cultural exchange among traditions that creates new identities, values, and practices. By facilitating ‘new’ learning, parents, teachers, and learners share their cultural artefacts, co-construct knowledge, and connect home and school literacies. The study took on an interventionist approach which incorporated the theories of third space, arts-based enquiry and multimodality to create a space that incorporated innovative pedagogies. The findings indicate that by allowing learners to create meaning through multilingualism, multimodalities and arts-based methods improved their language skills. Participating learners’ understanding of reading passages improved when they were allowed to express their cognition through a combination of drawings, multilingual discussions and writing, as opposed to answering in writing only. In the South African context, many people are able to speak more than two languages. Therefore, both multilingualism and arts-based methods can be used to create innovative pedagogical practices in the classroom to enhance literacy development
Literacy · Multilingualism · Multimodality · Openness to experience · Transformative learning · Literacy, Media, and Education · Multilingual Education and Policy · Second Language Learning and Teaching
Moving out of linguistic boxes
Translanguaging classroom discourse
Multimodality and Literacy in School Classrooms
Comparing pre-service teacher attitudes toward the use of students’ home language(s) in linguistically diverse English as an additional language classrooms in Norway and Cyprus
Enhancing students’ critical thinking skills through engagement with innovative pedagogical practices in Global South
Making Signs, Translanguaging Ethnographies
Educators’ uptake of Kress’s ideas on meaning-making and literacy
The role of arts-based curricula in professional identity formation
Look Who’s Talking
Language learning and teaching in South African primary schools
Literacy‐based Play with Young Emergent Bilinguals
Empathy With the Shadow
Multimodality as a “third space” for English as an additional language or dialect teaching
| Citation velocity | historical |
|---|---|
| Highly cited | No |