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Abstract
Using an exploratory case study methodology and working within a theoretical framework of Symbolic Interactionism (SI), this study examines how meanings arise for and are modified by emergent bilingual and multilingual high school students through engagement with objects when visual arts activities are integrated into science lessons. I conducted research while teaching the topic of interdependence in cellular systems using concepts from contemporary visual arts. Data collection included video recordings of the visual arts activities, a one-hour focus group interview with the student participants, and one-hour individual interviews with 10 of the emergent bi/multilingual students. Students’ visual artwork and my artist’s journal also served as data sources. Findings demonstrate that meanings arise when emergent bi/multilingual students connect their interests, beliefs, and memories with objects and interact with social objects such as peers, friends, family, and others. Finally, findings reveal that students modify those meanings by interacting with the objects and learning new content, new mediums, processes, and skills during visual arts integration activities.Although visual arts can benefit learners in many ways, much research related to integrating visual arts in education is focused on ways that visual arts can teach academic content. Fewer studies explore how visual arts can support meaning-making among and with emergent bi- and multilingual students. The results of this study suggest that educators consider holistic use of visual arts that focus on contemporary strategies, enduring ideas, and engagement with content through social interaction.