Abstract
Statement of Problem
Despite all the existing social-emotional learning programs available for educators, there is limited evidence of student engagement observed when it comes to the content reflecting the identities of all students. Research shows that although there are successful, structured, evidence-based SEL programs within education settings, these programs often overlook students’ cultural identities (Jagers et al., 2019). This project aims to provide educators working in dual language immersion schools with a culturally relevant curriculum unit that explores how art and peer collaboration can foster social-emotional learning (SEL) skills.
Sources of Data
Data was collected through classroom observations, peer interactions and student work samples during an eight-week unit, focusing on four arts-based projects: identity mapping, emotion portraits, story quilts and a community quilt. Participants involved were kindergarten and fourth grade students in a Spanish dual language immersion school. The participants worked together as buddy partners across the four projects. The frameworks that guided this project were Culturally Relevant Pedagogy (Ladson-Billings, 1995), Chicana Feminist rasquache pedagogy (Mendoza Aviña, 2016), and Rasquachismo (Ybarra-Frausto, 1989), which all encourage resourcefulness, creative expression, and pride in culture and identity.
Conclusions Reached
The results of this project concluded that the integration of culturally relevant art and peer collaboration helped kindergarten and fourth-grade students build self-awareness, social awareness and relationship skills. The use of culturally relevant materials and the creative freedom to make use of the materials at hand enhanced engagement and inclusivity. This project provides educators with recommendations such as extending the time of lessons and the overall unit and adapting art projects to the needs and focus of their classroom. Overall, this project and the research suggest that cross-grade level collaboration and culturally relevant artmaking are a meaningful approach to developing social-emotional learning skills in bilingual classrooms.