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How do Teachers in AGGS use Visual Language to Improve Students Learning across English & Art? |
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PP: 325-332 |
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Author(s) |
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Kholoud Abdullah Alzhrani,
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Abstract |
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| The purpose of this project was to examine how visual language was being incorporated in the New Zealand education curriculum, especially the teaching of the English language through Art to second language learners. To determine how visual language was used to improve language learning using Art, a mixed methods approach using semi-structured interviews with teachers and a survey with students was used in one New Zealand school. Qualitative data reveals that visual arts help children to read and recognize words in images, and those language skills can be developed at the same time as learning art skills. Quantitative data shows that most students feel that visual language helps them to learn English and the majority believed that visual language was important for learning. Moreover, art, design, and multimedia were the preferred visual materials to help them to learn English better. This paper concludes that English language skills in Saudi Arabia schools can be developed by incorporating visual language in the curriculum. |
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