• 'They Gave Me Back My Powe...

Treffer: 'They Gave Me Back My Power': Strengthening Older Immigrants' Language Learning through Arts-Based Activities

Title:
'They Gave Me Back My Power': Strengthening Older Immigrants' Language Learning through Arts-Based Activities
Language:
English
Authors:
Balyasnikova, Natalia (ORCID 0000-0002-4737-7548), Gillard, Spring
Source:
Studies in the Education of Adults. 2021 53(2):220-237.
Availability:
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed:
Y
Page Count:
18
Publication Date:
2021
Document Type:
Fachzeitschrift Journal Articles<br />Reports - Research
Education Level:
Adult Education
Descriptors:
Older Adults, Aging (Individuals), Immigrants, Second Language Learning, English (Second Language), Conversational Language Courses, Program Effectiveness, Art Activities, Creative Activities, Empowerment, Self Efficacy, Adult Education, Community Education, Social Networks, Well Being, Foreign Countries
Geographic Terms:
Canada (Vancouver)
DOI:
10.1080/02660830.2021.1911109
ISSN:
0266-0830
Entry Date:
2021
Accession Number:
EJ1319585
Database:
ERIC

Weitere Informationen

Through the case of Jacqui, this article describes a community-based project called Seniors Thrive, which was intended to help immigrant seniors learn English, build social connections, and strengthen their leadership in order to support their health and well-being. The programming merged language learning and leadership opportunities through arts-based programming. Multiple classes offered through Seniors Thrive brought together individuals from all walks of life to learn together and from each other. As a result, many learners, including Jacqui, demonstrated heightened confidence in their English speaking abilities and increased their social connections. The arts-based program enabled the voices of older learners to be heard beyond their closed communities. We pose that arts-based activities have the potential to transform language learning in later life, if arts-based programs follow a flexible and community-driven design.

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