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Supporting the Language Development of Limited English Proficient Students through Arts Integration in the Primary Grades

  • Author(s): Brouillette, Liane
  • et al.
Abstract

This article looks at how arts integration can boost the language development of limited English proficient students in kindergarten through second grade. I first review existing research on how young children learn and describe the special challenges faced by children who must learn in an unfamiliar language. I then identify arts-based mechanisms that boost the language development of limited English proficient students and examine strategies used by a successful urban arts-and-literacy program to enhance the language development of English language learners in the primary grades.

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