Earlier this month at Truesdell Elementary School, in the last five minutes of one of my classes, I caught my students' attention. “Class, class!” I called. “Yes, yes,” they responded in unison. “I have to do some reconnaissance.” I held up one of my fourth grader's perspective drawings and projected it for the class to see. Its carefully rendered parallel, vertical and diagonal lines converging at the vanishing point created a stunning image. An orchestra of “wow” emerged from his classmates.
This student, a recent immigrant from El Salvador, often struggles due to his limited English proficiency in basic subjects such as math, reading, and science. However, in the art room, where images are the universal language, her talent shines and allows her peers to see her strengths, not just her struggles. As an arts educator, I am not the only one who sees this phenomenon, other art teachers in the US Learn how the arts can provide multilingual (ML) students with opportunities to succeed in school, even if they struggle in other classrooms.
I believe in the power of the arts: their ability to transcend language barriers and how they help all students, especially multilingual students, thrive in school. The arts provide students with opportunities to express themselves, their ideas, and their feelings creatively. For students who may not yet be able to express themselves in English, these opportunities help build their confidence while allowing adults and their classmates to get to know them better. The arts also help students from different backgrounds and cultures be celebrated by their peers and teachers.
As a visual arts teacher who teaches in schools with a high percentage of multilingual students, I design curriculum at the intersection of language development and artistic expression, creating an environment where my multilingual students can thrive.
As I reflect on my passion for the arts as a tool for language acquisition, I remember my experiences as an immigrant student navigating a new language and culture, a journey that shaped my belief in the transformative power of arts education.
Personal reflection and journey
When I was 11 years old, my family emigrated from Guadalajara, Mexico, to California. In Mexico, school was a safe and encouraging space where teachers celebrated my talents and academic growth. Recognitions and awards filled my early years.
However, my transition to the United States was jarring. In 1999, my family moved to Antioch, California, in the Bay Area. At Antioch High School, where few students spoke Spanish at the time, I felt isolated and unintelligent for the first time. To help me learn English faster, they pulled me out of my elective class, which was art, to give me a double dose of English instruction. For the rest of the day, I was placed in classrooms where I could not communicate with the students or teachers around me. I remember sitting in my math and science classes next to the only other Spanish-speaking student, tasked with translating complex scientific terms and algebraic formulas, an impossible burden for any sixth grader. After a couple of days, my translator would get frustrated and frantically try to take notes, talking to me less and less. I would sit in class for two hours in silence, staring out the window, daydreaming about my school in Mexico.
After about a month, my math and science teacher, although well-intentioned, lowered expectations by sending me to the back of the room to solve puzzles or sit in front of a computer when I couldn't follow the lesson. I remember feeling extremely anxious and frustrated. I wanted to yell at them and tell them I was smart and capable, but as I looked at the math problems in front of me, I knew I could solve them, if only I had the language to understand and express my thinking.
After three months of isolation, my family's inability to secure housing forced us to move closer to another family member in Long Beach, California. In Long Beach, I attended a school with a large population of multilingual students. Having educators and fellow students I could communicate with began to build my confidence further. Plus, they put me in an art class. My visual arts class soon became my favorite.
While creating art, I felt like everything I couldn't express in words was translated through pencil marks and brush strokes. Soon, my art teacher began to notice my passion for art. Not only did it give me an Excellence in Art Award at the end of the year, but with the help of other teachers, it gave me opportunities to use my talents for my school by creating banners and posters for school dances and other events. These opportunities led me to join the high school student council. For the first time in the United States, I felt seen, supported, and capable again.
Art as language and bridge
My experiences in arts education from kindergarten to 12th grade, not only in visual arts, but also in dance and theater, shaped the educator I am today. Not only do I believe in the potential of every student, regardless of cultural background, language proficiency, or socioeconomic status, but I have also learned that every student learns differently, possesses unique talents, and brings a wealth of knowledge and experiences to the classroom. .
In art class, I have the privilege of celebrating students whose strengths don't always shine in core subjects. Even those who have no natural aptitude for art are encouraged to accept mistakes, because, as I tell them, “if you make a mistake, make the most beautiful mistake and show me.” After all, art is about progress, not perfection. I constantly remind my students to focus on the quality of their work by asking, “Did you take your time?” or “Is this something you're proud of?” My goal is for you to believe in your potential, regardless of how you compare to others. My role as a teacher is to meet students where they are while holding them to high expectations, and the arts are the bridge that bridges the learning and communication gaps in my classroom.
Visuals help transcend language and help students understand concepts. I engage my students, especially multilingual ones, through every creative arsenal I have acquired through my arts education. I use storytelling, games, group activities, and my theatrical energy. My high school theater background helps me use suspense and expressive body language, allowing even students with limited English proficiency to understand the lesson before I translate key points.
I also encourage my multilingual students to move fluently between languages, a pedagogical concept called translanguaging. For example, I encourage students to describe works of art in any language they choose during art critiques. If your preferred language is Spanish—or even Spanglishsometimes: the student code switches between both languages. I help by repeating their observations in English, helping native English speakers appreciate their peers' ideas. When native English-speaking students hear their peers speaking in Spanish or other languages, they develop patience and empathy. They experience, however briefly, what multilingual students face every day.
When students write artist statements, I allow them to use any language. One of my proudest moments was when my only Mandarin-speaking student excitedly asked me if I could find the Mandarin translation of “one-point perspective.” I projected the Chinese characters on the board and he proudly taught the class how to pronounce them. He then wrote his artist statement in both Mandarin and English, beaming with pride as he became a student and teacher.
A vision for the future
The arts can transform education, especially for multilingual students who face the challenges of linguistic and cultural integration. My journey as a student and teacher has shown me that art is more than a creative outlet: it is a universal language that builds trust, fosters connection, and celebrates the talents of each student.
Every time I see a student thrive in the art room, I am reminded of what is possible when we create spaces where students can shine in their own way. Art helps my students express themselves, share their stories, and embrace their unique perspectives. They show their classmates and teachers that they are more than the challenges they face: they are capable, creative, and full of potential.
When I think about my experience of silently struggling to find my voice through art, I feel a deep responsibility to give my students the same opportunities I was given. Art changed my life; Now, my greatest joy is seeing how theirs changes. Every project, every mistake became something beautiful, every moment of pride they felt. All of this reminds me why I do this work. To me, that is the true purpose of education: to help every child feel seen, supported, and empowered to believe in themselves.
