Blending Art and Translanguaging Pedagogies: Supporting Refugee Children in Elementary Schools to Forge a Path in Education
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| Title: | Blending Art and Translanguaging Pedagogies: Supporting Refugee Children in Elementary Schools to Forge a Path in Education |
|---|---|
| Language: | English |
| Authors: | Susan Barber (ORCID |
| Source: | International Electronic Journal of Elementary Education. 2026 18(2):321-331. |
| Availability: | International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Students, Refugees, Language Usage, Code Switching (Language), Art Activities, Cultural Capital, Trauma, Foreign Countries, Student Diversity |
| Geographic Terms: | Canada |
| ISSN: | 1307-9298 |
| Abstract: | Educators in elementary schools around the world that host and receive refugee children often find themselves not only teaching the local language but also smoothing their path into an unfamiliar culture, reducing mental health distress and advocating for social justice among diverse pupils. While these students may be perceived as "silent," many possess unused multilingual skills and knowledge due to their varied backgrounds. However, the psychological impact of war and displacement may impede their educational and social integration, particularly in the crucial early months following resettlement. This paper examines research on the benefits of blending arts and translanguaging pedagogies to support refugee children in the first year of school as newcomers. The arts are a universal language, comprised of a unique set of symbols and non-verbal expression often rooted in emotion, which offers a therapeutic medium for students to process their traumatic experiences. Self-portraits are particularly helpful in generating a positive "hybrid identity", or retaining their culture of origin while forging ahead into their new local lives. Teachers, meanwhile, can encourage students to participate in learning vocabulary through images and to practice translanguaging with similar speakers in class. This practice acknowledges and validates students' "collective heteroglossia", inviting them to view their multilingualism as an asset, especially within superdiverse educational settings. Through translanguaging, students are supported in developing translingual selves where their language skills serve as bridges between cultures and advance a sense of belonging. By embracing this dual approach, educators can create classroom "spaces" that honor each child's linguistic and cultural strengths, ultimately promoting self-efficacy, greater confidence, and an expanded identity. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505466 |
| Database: | ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Blending Art and Translanguaging Pedagogies: Supporting Refugee Children in Elementary Schools to Forge a Path in Education – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Susan+Barber%22">Susan Barber</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8362-2638">0000-0001-8362-2638</externalLink>)<br /><searchLink fieldCode="AR" term="%22Olessya+Akimenko%22">Olessya Akimenko</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5606-9179">0000-0001-5606-9179</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22International+Electronic+Journal+of+Elementary+Education%22"><i>International Electronic Journal of Elementary Education</i></searchLink>. 2026 18(2):321-331. – Name: Avail Label: Availability Group: Avail Data: International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 11 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Refugees%22">Refugees</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Code+Switching+%28Language%29%22">Code Switching (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Art+Activities%22">Art Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Capital%22">Cultural Capital</searchLink><br /><searchLink fieldCode="DE" term="%22Trauma%22">Trauma</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1307-9298 – Name: Abstract Label: Abstract Group: Ab Data: Educators in elementary schools around the world that host and receive refugee children often find themselves not only teaching the local language but also smoothing their path into an unfamiliar culture, reducing mental health distress and advocating for social justice among diverse pupils. While these students may be perceived as "silent," many possess unused multilingual skills and knowledge due to their varied backgrounds. However, the psychological impact of war and displacement may impede their educational and social integration, particularly in the crucial early months following resettlement. This paper examines research on the benefits of blending arts and translanguaging pedagogies to support refugee children in the first year of school as newcomers. The arts are a universal language, comprised of a unique set of symbols and non-verbal expression often rooted in emotion, which offers a therapeutic medium for students to process their traumatic experiences. Self-portraits are particularly helpful in generating a positive "hybrid identity", or retaining their culture of origin while forging ahead into their new local lives. Teachers, meanwhile, can encourage students to participate in learning vocabulary through images and to practice translanguaging with similar speakers in class. This practice acknowledges and validates students' "collective heteroglossia", inviting them to view their multilingualism as an asset, especially within superdiverse educational settings. Through translanguaging, students are supported in developing translingual selves where their language skills serve as bridges between cultures and advance a sense of belonging. By embracing this dual approach, educators can create classroom "spaces" that honor each child's linguistic and cultural strengths, ultimately promoting self-efficacy, greater confidence, and an expanded identity. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1505466 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 321 Subjects: – SubjectFull: Elementary School Students Type: general – SubjectFull: Refugees Type: general – SubjectFull: Language Usage Type: general – SubjectFull: Code Switching (Language) Type: general – SubjectFull: Art Activities Type: general – SubjectFull: Cultural Capital Type: general – SubjectFull: Trauma Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Student Diversity Type: general – SubjectFull: Canada Type: general Titles: – TitleFull: Blending Art and Translanguaging Pedagogies: Supporting Refugee Children in Elementary Schools to Forge a Path in Education Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Susan Barber – PersonEntity: Name: NameFull: Olessya Akimenko IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1307-9298 Numbering: – Type: volume Value: 18 – Type: issue Value: 2 Titles: – TitleFull: International Electronic Journal of Elementary Education Type: main |
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