Earlier this month at Truesdell Elementary, in the last five minutes of one of my classes, I called for my students’ attention. “Class, class!” I called. “Yes, yes,” they responded in unison. “I have a recognition to make.” I held up one of my fourth grade student’s perspective drawings and projected it for the class to see. His carefully rendered parallel, vertical and diagonal lines converging at the vanishing point created a stunning visual. An orchestra of “wows” erupted from his classmates.
This student, a recent immigrant from El Salvador, often struggles because of his limited English ability in core subjects like math, reading and science. Yet, in the art room, where images are the universal language, his talent shines, allowing his classmates to see his strengths, not just his struggles. As an art educator, I am not alone in seeing this phenomenon, other art teachers across the USA know how the arts can give multilingual learners (MLs) opportunities to succeed in school even if they are struggling in other classrooms.
I believe in the power of the arts—its ability to transcend language barriers and how it helps all students, especially multilingual learners, thrive in school. The arts give students opportunities to express themselves, their ideas and their feelings in creative ways. For students who might not be able to express themselves in English yet, these opportunities help them build their confidence while allowing adults and their classmates to get to know them better. The arts also help students of different backgrounds and cultures to be celebrated by their peers and teachers.
As a visual arts teacher who is dedicated to teaching in schools with a high percentage of multilingual learners, I design a 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 look back on my experiences as an immigrant student navigating a new language and culture—a journey that shaped my conviction in the transformative power of arts education.
Personal Reflection and Journey
When I was 11 years old, my family immigrated from Guadalajara, Mexico, to California. In Mexico, school was a safe and encouraging space where teachers celebrated my talents and academic growth. Recognition and awards filled my early years.
However, my transition to the U.S. was jarring. In 1999, my family moved to Antioch, California, in the Bay Area. At Antioch Middle School, where few students spoke Spanish at that time, I felt isolated and unintelligent for the first time. To help me learn English faster, I was pulled out of my elective class, which was art, to give me a double dose of English instruction. For the remainder of the day, I was placed in classrooms where I couldn’t 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, speaking less and less to me. I would sit in class for two hours in silence, staring out the window, daydreaming about my school back in Mexico.
After a month or so, my math and science teacher, though well-intentioned, lowered expectations by sending me to the back of the room to work on puzzles or sit at a computer when I couldn’t follow the lesson. I remember feeling extremely anxious and frustrated. I wanted to yell and tell them that I was smart and capable, but as I stared at the math word 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 isolating months, my family’s inability to secure housing pushed 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 learners. Having educators and fellow students with whom I could communicate started to build my confidence more. In addition, I was placed in an art class. My visual arts class soon became my favorite.
As I created art, I felt that everything I couldn’t express with words became translated through pencil markings and brushstrokes. Soon, my art teacher started to notice my passion for art. Not only did he award me an Excellence in Art Award at the end of the year, but, with the help of other teachers, he provided me opportunities to use my talents for my school by creating banners and posters for school dances and other events. These opportunities lead me to join the student council in middle school. For the first time in the U.S., I felt seen, supported and capable again.
Art as a Language and Bridge
My K-12 arts education experiences, not only in the 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 learned that every student learns differently, possesses unique talents and brings a wealth of knowledge and experiences into the classroom.
In art class, I have the privilege of celebrating students whose strengths may not always shine in core subjects. Even those without a natural aptitude for art are encouraged to embrace mistakes—because, as I tell them, “If you make a mistake, make the most beautiful mistake and show it to 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 are proud of?” My goal is for them to believe in their potential, regardless of how they compare to others. My role as a teacher is to meet students where they are while holding them to high expectations, and the arts is the bridge connecting learning and communication gaps in my classroom.
Visuals aid in transcending language and helping students grasp concepts. I engage my students, especially my multilingual learners, through every creative arsenal I have gained through my arts education. I use storytelling, games, group activities and my theatrical energy. My background in high school theater helps me use suspense and expressive body language, allowing even students with limited English proficiency to grasp the lesson before I translate key points.
I also encourage my multilingual learners to move fluidly between languages, a pedagogical concept called translanguaging. For example, I encourage students to describe artwork in any language they choose during art critiques. If their preferred language is Spanish—or even Spanglish, at times—the student code switches between both languages. I help by restating their observations in English, helping native English speakers appreciate their peers’ insights. When native English-speaking students hear peers speak in Spanish or other languages, they develop patience and empathy. They experience, even briefly, what multilingual learners face daily.
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 if I could find the Mandarin translation for “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, glowing with pride as he became both student and teacher.
A Vision for the Future
The arts can transform education, especially for multilingual learners navigating the challenges of language and cultural integration. My journey as a student and a teacher has shown me that art is more than a creative outlet: it is a universal language that builds confidence, fosters connection and celebrates each student’s talents.
Whenever 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 ways. Art helps my students express themselves, share their stories and embrace their unique perspectives. It shows their peers and teachers that they are more than the challenges they face, they are capable, creative, and full of potential.
When I think back to my experience struggling in silence 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, it is my greatest joy to watch it change theirs. Every project, every mistake turned into something beautiful, every moment of pride they felt. All of it 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.
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