Art Therapy Research - Literature review Example

University

Introduction

When immigrant children are exposed to a new environment, they face individual, social, and cultural challenges of adjusting to the new environment, which can impact their cognitive and behavioral development. The manner in which children in pre-schools learn a language, be it the first language or the second language primarily influences their success in academic and their social adult lives. Art therapists working with immigrant children have documented the physiological and emotional challenges that immigrant children due to the difficulties of using the English language, thereby hindering their emotional expression. Art therapist have applied evidence-based research to art therapy to help their clients learnt to express their emotions, promote cognitive development of and promote socialization.

Piaget, a clinical psychologist and a pioneer in developmental studies in children, proposed that the acquisition of any language is influenced by the linguistic, cognitive and social context in the development of the child (Vidal, ‎2015). As such, language development is influenced by the association of the environment and early sensorimotor experiences created by language and cognitive development. Taking into consideration Piaget’s point of view, it is prudent for art therapists to focus on language acquisition by allowing children gain access to a natural way. The rationale for this pedagogy is based on the acknowledgment that children do not learn a language exclusively from lean words, but also from abstract components in their environment. As such, art therapy through the creation of images, toys, shapes, paintings, and drawings help in language development by creating a mental link between words and significance of the art images created.

This literature review will examine the process of language acquisition, and its relation to sociability in early childhood and how personal and sociocultural factors influence second language acquisition as well as how art therapy aids in emotional, sociability, and language development of the children.

Language Acquisition and its Relation to Sociability in Early Childhood

Newly immigrant children aged between five and seven years find themselves in a new environment that is culturally and socially different from the type of environment they are accustomed to. In the past few decades, evidence has shown that the quality and quantity of the second language acquired by second language learners have a significant influence on sociability in early childhood. According to Meisel (2008), children need to be in proximity to the appropriate linguistic environment especially in the critical period of development, which is mainly from birth to around seven years. During this period, the children need to be in contact with the linguistic codes required for language acquisition. Moreover, Meisel (2008) suggests that exposing children simultaneously to two different languages allows for the acquisition of the two languages separately without interference. This phenomenon is mainly common in immigrant households where children in their early years are exposed to their first language at home and English in school. Moreover, since an individual is perceived to exist at a family and a social level, both contexts play a major role in language acquisition. According to Meisel (2008), effective acquisition of language for sociability is accomplished when children grow up and develop in a convenient linguistic environment.

Tomasello (2000) argues that language acquisition is influenced by the availability of the target language input, which determines the experience the child gets from being exposed to the target language. Sociability is affected by how effective a child is in learning frequently heard/used forms in communication. As such, Tomasello (2000) suggests that children in their critical stages of language development need to be exposed to an environment that provides them with an opportunity of frequently hearing many language forms which are the basis for their language input. In this case, the child needs to have the available language structures as input and must have sufficient exposure to allow for successful learning.

Other relevant literatures that also explores language acquisition in the context of socialization in early childhood include Mueller, Gathercole, and Hoff (2007) who reported that language structures acquired faster in early childhood are those frequently used, hence giving the children sufficient exposure to learning. The quality and quantity of exposure to linguistic structures form sufficient input, which implies that children learn fast the most used language in their formal and normal environments. Moreover, Huttenlocher et al. (2002) demonstrated that children exposed to frequent complex language structures in their learning environment learned a more advanced language level compared to those exposed to instructors using simpler structures. In this case, research shows that the extent to which a learner is able to acquire sufficient language for purposes of sociability in influenced by the quality and quantity of exposure to the target language, which epitomizes the importance of the social environment for language acquisition.

Personal and Sociocultural Factors of the Second Language Acquisition

Psychotherapists, psychologists, and researchers in early childhood development have examined the motivation of acquisition of second language proficiency be exploring the role of personal and sociocultural factors. Espinosa (2015) argues that children can easily learn the second language at a competency level that allows for effective sociability and academic competency without any effort or teaching. However, he posits that the speed of second language acquisition is influenced by personal factors including the personality of the child, motivation, interest, and aptitude for language. The personal factors intersect with the quality and quantity of linguistic input and influence the speed at which the child acquired fluency in the second language. In this therapists and language instructors working with bilingual learners need to understand how personal factors influence second language acquisition to provide them with an enabling environment with many opportunities for language acquisition.

Valikhani (2000) examines the sociocultural factors of second language acquisition by theorizing that second language acquisition does not happen in a vacuum, but is intertwined with the cultural and social phenomena that run parallel with the language acquisition process. As opposed to first language development that develops at the onset of infant development, second language acquisition is mainly targeted for socialization, especially in places where the learner is in a different cultural environment. According to Valikhani (2000) language mediation involves both verbal and non-verbal units that allow for social contact. This gives rise to culturemes that transmit nonverbal information that is realized in a social context. The non-verbal information can be communicated through gestures, postures and facial expressions.

Other relevant works of literature that also explores personal and sociocultural factors of the second language acquisition include Zhang (2006) who posits that culture and language and inseparable. In this case, children who are exposed to environments where they are expected to learn a foreign language are also exposed to a new culture, which may be different or similar to their original culture. According to Justice and Pullen (2003), therapists and instructors should understand how culture influences the acquisition of language.

How Art Therapy Works for the Emotions, Sociability, and Language Development of the Children

Recent research demonstrates the effectiveness of art therapy in helping with the emotions, sociability, and language development of the children seeking to learn the second language for sociability. Waller and Scoble (2016) explore the ways in which working with children with limited verbal fluency in the second language can be improved through art. According to the study, therapists felt strongly about the role of art in transcending verbal language. Art, especially drama intersects between the first and the second language, allowing for the children to establish a middle ground where they can access shared meanings between the two languages and cultures. The role of an art therapist is to use verbal language to communicate, direct human expressions and represent them in a way that allows the children to learn the second language, and also learn to express themselves emotionally. Moreover, music breaks the cultural and language barriers and helps children with language acquisition as the children do not need to have the full competency of language to play music.

Moneta and Rousseau (2008) explores emotional expression and understanding among immigrant children and posits that they face major challenges in verbal and non-verbal communication. The children and adolescents face great difficulties trying to understand their emotions and that of others in their environment. Moneta and Rousseau (2008) notes that in this population, drama plays a central role in helping them understand their own emotions and that of those close to them. The results of the study showed a progression in emotional awareness for immigrant children over time, hence helping them gain more confidence for socialization in their new environments. Other studies that have examined the role of art therapy in promoting emotional, sociability, and language development include Meyerowitz-Katz and Reddick (2016); Reynolds, Nabors, and Quinlan, (2000); Slayton, D'Archer & Kaplan, (2010); and Rousseau et al. (2005).

Findings on the Use of Art Therapy for the Emotions, Sociability, and Language Development of Newly Immigrated Children

Despite the complexity of the challenges in emotional expression, sociability, and language development faced by second language learners, there is limited research to demonstrate how art therapy can be applied to the case of newly immigrated children. Nevertheless, there is evidence to demonstrate the success of art therapies in children with emotional and language difficulties newly immigrated children. According to Cortina (‎2015), art has been reported to be an effective outlet for children experiencing emotional and cultural conflicts. The author notes that art therapists have reported success with the use of creative art therapists in enhancing the creative thinking and verbal competence in second language. Since creative art therapists promote emotional expressiveness and creativity, it is effective in reducing the complexities experienced by newly immigrated children by placing them at a safe place where they can interact and engage with those in their environment. This view is reaffirmed by Gil and Drewes (2006) who consider various art forms including storytelling, painting, drawing, and clay sculpture as effective in helping children overcome serious emotional disorders, hence establishing trust in the new environment. This improves their level of emotional expressions and socialization.

Conclusion

Second language learning is essential for newly immigrated children who are at a tender and critical stage of their development. Competence in second language is not only effective for use in communication and communicative expressions, but also for emotional expression and socialization. Art therapists and educators dealing with these children should help them bridge the two languages and culture through art, as it facilitates shared meanings from the first language to the second language, allowing the children to express themselves emotionally and socialize with the others in their environment.

Tomasello (2000) argues that language acquisition is influenced by the availability of the target language input, which determines the experience the child gets from being exposed to the target language. Sociability is affected by how effective a child is in learning frequently heard/used forms in communication. As such, Tomasello (2000) suggests that children in their critical stages of language development need to be exposed to an environment that provides them with an opportunity of frequently hearing many language forms which are the basis for their language input. In this case, the child needs to have the available language structures as input and must have sufficient exposure to allow for successful learning.

Other relevant literatures that also explores language acquisition in the context of socialization in early childhood include Mueller, Gathercole, and Hoff (2007) who reported that language structures acquired faster in early childhood are those frequently used, hence giving the children sufficient exposure to learning. The quality and quantity of exposure to linguistic structures form sufficient input, which implies that children learn fast the most used language in their formal and normal environments. Moreover, Huttenlocher et al. (2002) demonstrated that children exposed to frequent complex language structures in their learning environment learned a more advanced language level compared to those exposed to instructors using simpler structures. In this case, research shows that the extent to which a learner is able to acquire sufficient language for purposes of sociability in influenced by the quality and quantity of exposure to the target language, which epitomizes the importance of the social environment for language acquisition.

Personal and Sociocultural Factors of the Second Language Acquisition

Psychotherapists, psychologists, and researchers in early childhood development have examined the motivation of acquisition of second language proficiency be exploring the role of personal and sociocultural factors. Espinosa (2015) argues that children can easily learn the second language at a competency level that allows for effective sociability and academic competency without any effort or teaching. However, he posits that the speed of second language acquisition is influenced by personal factors including the personality of the child, motivation, interest, and aptitude for language. The personal factors intersect with the quality and quantity of linguistic input and influence the speed at which the child acquired fluency in the second language. In this therapists and language instructors working with bilingual learners need to understand how personal factors influence second language acquisition to provide them with an enabling environment with many opportunities for language acquisition.

Valikhani (2000) examines the sociocultural factors of second language acquisition by theorizing that second language acquisition does not happen in a vacuum, but is intertwined with the cultural and social phenomena that run parallel with the language acquisition process. As opposed to first language development that develops at the onset of infant development, second language acquisition is mainly targeted for socialization, especially in places where the learner is in a different cultural environment. According to Valikhani (2000) language mediation involves both verbal and non-verbal units that allow for social contact. This gives rise to culturemes that transmit nonverbal information that is realized in a social context. The non-verbal information can be communicated through gestures, postures and facial expressions.

Other relevant works of literature that also explores personal and sociocultural factors of the second language acquisition include Zhang (2006) who posits that culture and language and inseparable. In this case, children who are exposed to environments where they are expected to learn a foreign language are also exposed to a new culture, which may be different or similar to their original culture. Read More