2023 Research in the Capitol
Presentation Type
Open Access Poster Presentation
Keywords
Classroom environment; English language--Study and teaching--Foreign speakers; Color--Psychological aspects;
Abstract
This study is a qualitative analysis of the instructional uses of color for social-emotional and academic assistance within language classrooms. Learners’ environment in relation to information acquisition and retention matters (Krashen, 1982; Maslow, 1970; Perry, 2006), and developing practices connecting color and emotion is beneficial for the psychological regulation of those within any environment (Güneş & Olguntürk, 2020). This is especially important for emergent bilingual students, as these learners are disproportionately exposed to additional academic, emotional, socio-economic, and cultural challenges (Benesch, 2012; Beyer, 2017; Heineke & Vera, 2021). Data comprise surveys and interviews of three K-12 public school teachers of emergent bilingual students. Findings indicate that these educators work to curate the ideal mood within their classroom using colorful materials and furniture whilst implementing color-based strategies for organization and coding of academic information. Additional findings reveal teachers’ intention to foster a holistic classroom that is exciting but not overwhelming to learners.
Start Date
6-3-2023 11:30 AM
End Date
6-3-2023 1:30 PM
Event Host
University Honors Programs, Iowa Regent Universities
Faculty Advisor
Hilal Ergül
Department
Department of Languages and Literatures
Copyright
©2023 Mackenzie Wisneski
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
File Format
application/pdf
Recommended Citation
Wisneski, Mackenzie, "Using Color with Care: An Exploration of the Application of Psychological Color Theory within Language Classrooms" (2023). Research in the Capitol. 5.
https://scholarworks.uni.edu/rcapitol/2023/all/5
Using Color with Care: An Exploration of the Application of Psychological Color Theory within Language Classrooms
This study is a qualitative analysis of the instructional uses of color for social-emotional and academic assistance within language classrooms. Learners’ environment in relation to information acquisition and retention matters (Krashen, 1982; Maslow, 1970; Perry, 2006), and developing practices connecting color and emotion is beneficial for the psychological regulation of those within any environment (Güneş & Olguntürk, 2020). This is especially important for emergent bilingual students, as these learners are disproportionately exposed to additional academic, emotional, socio-economic, and cultural challenges (Benesch, 2012; Beyer, 2017; Heineke & Vera, 2021). Data comprise surveys and interviews of three K-12 public school teachers of emergent bilingual students. Findings indicate that these educators work to curate the ideal mood within their classroom using colorful materials and furniture whilst implementing color-based strategies for organization and coding of academic information. Additional findings reveal teachers’ intention to foster a holistic classroom that is exciting but not overwhelming to learners.
