Migrations are a social phenomenon, which have been present since the beging of time. As a result of migrations, teachers in schools across Slovenia are increasingly encountering students with immigrant backgrounds. Children with immigrant backgrounds most often face difficulties in communication within the educational process. It is therefore the responsibility of the educational system to ensure appropriate support for the holistic development of children and their potential. Visual expression enables multiple pathways of communication and it is therefore particularly suitable for children who experience difficulties in verbal communication. On this basis, we decided to conduct an action research study in which we provided appropriately structured opportunities for expression and systematic development of verbal skills through visual arts activities to a student with difficulties in verbal communication.
A twelve-year-old student with an immigrant background participated in the qualitative action research. The research was carried out in five action steps, each of which included adapted planning, implementation, evaluation of outcomes, and modification of the subsequent action process of the visual arts activities. The qualitative approach was based on observation, analysis of structured interviews conducted before and after the activities, and analysis of the student’s artistic products.
In the theoretical section, we focused on explaining how migration has influenced the educational process and on highlighting the important role of educators in providing appropriate support for immigrant students. We identified their language needs and the most common challenges they face. Due to limited proficiency in the language of instruction, students with immigrant backgrounds often experience difficulties in communication. In association to difficulties these children endure, we highlighted the importance of the teacher's role and strengh-based approach in education. We outlined the development of children’s social-emotional skills, which evolve through social interactions, and subsequently defined verbal communication. By drawing an analogy with verbal language, we also defined visual language and visual thinking, and explained the importance of visual expression for children for whom verbal expression presents obstacles. Finally, we highlighted the impact of visual arts activities on the development of communication and social-emotional skills, organization of education and consequently the benefits of art therapy methods.
The results of the study showed that the process of using different visual arts domains, art techniques, art materials and art accessories have a significant impact on the student’s verbal and non-verbal communication. The student expressed himself both artistically and verbally more successfully and with greater ease when art techniques, art materials and art accessories suited to his abilities were selected, allowing him to demonstrate his competence. In contrast, when more demanding and less familiar art techniques, art materials and art accessories were introduced, obstacles in artistic expression emerged. Nevertheless, during these activities he showed progress in verbal communication and demonstrated a willingness to explore new expressive possibilities, which noticeably strengthened his self-confidence and reflective abilities. It was found that his strongest area in artistic expression was emotional experience, as he expressed himself most easily through emotionally intense and personally meaningful themes. The student successfully completed five of the six planned visual arts activities; with the exception of one, each activity consisted of two one-hour sessions. In the third action step, several attempts were needed to complete the task, as the student was at that time highly burdened by school obligations and temporarily not willing to participate. In accordance with ethical principles of research, his unwillingness to participate was respected, and the activities were resumed only when he was emotionally and cognitively ready. Upon re-engaging in the research process, he demonstrated significantly greater self-confidence, which was reflected in faster and more substantial progress in both verbal and visual expression.
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