When Art Meets Language: Unleashing Multilingualism and Cultural Identity in LINC and ESL Classrooms

In increasingly diverse educational settings, arts-based approaches provide a transformative framework for advancing language learning and affirming cultural identity. This article examines how creative practices can be integrated into Language Instruction for Newcomers to Canada (LINC) and English as a second language (ESL) classrooms to create inclusive, multimodal learning environments that reflect the lived experiences of adult immigrant learners. Grounded in interdisciplinary scholarship from applied linguistics, literacy studies, and arts education, the study employs an action research approach, positioning the author as both practitioner and researcher. Drawing on classroom examples and reflective inquiry, it illustrates how artistic activities foster multilingual expression, emotional engagement, and identity negotiation. These practices promote learner agency, critical awareness, and intercultural dialogue, contributing to a holistic and culturally responsive model of language education. The article calls for broader implementation of arts-based pedagogies to bridge cultural and linguistic divides, build community, and empower learners to engage creatively and confidently with language.