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

Autor/inn/en	Balyasnikova, Natalia; Gillard, Spring
Titel	"They Gave Me Back My Power": Strengthening Older Immigrants' Language Learning through Arts-Based Activities
Quelle	In: Studies in the Education of Adults, 53 (2021) 2, S.220-237 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Balyasnikova, Natalia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
DOI	10.1080/02660830.2021.1911109
Schlagwörter	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; Canada (Vancouver) + Suchen Sie Ihr Suchwort? Älterer Erwachsener; Aging; Altern; Immigrant; Immigrantin; Immigranten; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Künstlerische Tätigkeit; Self-efficacy; Selbstwirksamkeit; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Social network; Soziales Netzwerk; Well-being; Wellness; Wohlbefinden; Ausland
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01