Nowadays, CLIL methodology is commonly known among Spanish schools. Van de Craen (2006) states that “the aim of CLIL is learning subject matter together with learning a language”. In CLIL, language is not understood as an isolated discipline, but as a means for learning subject content and language. In her article, Chapman (2015) reflects about how to introduce a methodology that instead of learning subject matter through language, it´s learned through arts. This is known as Arts Immersion. Chapman defines it as “the process of using the Arts as the purposeful medium through which enhanced learning occurs across disciplines to inform mutual understandings.”

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Chapman discusses that schools are focusing too much on high-stakes tests, which resembles to the current situation in Spanish schools. This focus together with a wider curriculum, could make teachers forget about the enjoyment side of learning. Champan suggests that the pressure of the curriculum could be relieved by developing rich tasks that make use of a variety of deeper learning experiences. As Project-Based Learning methodology states: if planned carefully, complementary fields can enrich each other and occur simultaneously. Researchers such as Robinson (2011) and Goldberg (2012) emphasises the potential Arts have when working on different disciplines. Arts have always been said to encourage deep and inclusive learning, Gardner (1993, 2006) explains that the Arts can develop a wide range of intelligences. Caldwell and Vaughan (2012), state that integrated arts programs prompt students to develop critical thinking and creative problem-solving, those programs also foster the relation between learning and real-life contexts. Moreover, Eisner (2003) emphasises that Arts would benefit class climate, ensuring a sense of belonging and welcoming, since they create experiences that will be remembered by pupils.

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The Arts in education has several benefits: cognitive, social and affective. Regarding cognitive benefits Arts immersion will encourage students to develop deep understanding and thinking skills. Some of the social benefits are respect towards diversity (traditions, cultures, perspective) (Goldberg, 2012), social-emotional development (Clift, 2012) and group work skills (Robinson, 2011). Related to affective benefits the Arts have a positive effect on students who are marginalised or disabled (Robinson, 2012). The Arts develops: self-awareness, imagination and creativity; valuing beauty and mystery; learning engagement; and a positive self-esteem (Clift, 2012).

Despite all of its benefits, Rusell-Bowie (2012, 2009) points out teaching arts will require some specific conditions in order to fully benefit from them. The author (2012) argues that there is a need of reforming the teachers’ competence and confidence in quality arts education, since the lack of teachers' ability to deliver quality arts education can outcome in superficial learning (Rusell-Cowie, 2009), there is a need of training teachers to integrate the Arts in different fields. This does not imply that we should avoid using Arts Immersion in our schools; what it does mean, is that we should be careful when planning these projects, searching for training resources that will help us to provide quality arts education as teachers.

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In Arts Immersion, the Arts are used to develop communication, investigation, and expression (Chapman, 2015). For this reason, we think that arts immersion can be of great use in order to learn English as a Foreign Language, since it has plenty of benefits. Moreover, as Champan suggests, the Arts can be understood as a language, as they are a way of representation to construct or convey meaning. The Arts, especially, creative writing and drama, are purely forms of developing communication in an aesthetic way. Therefore, these disciplines are perfect for developing productive skills such as writing or speaking. Moreover, music can be used to work on listening (receptive skill). Reading can be worked through the research that arts immersion requires.

In conclusion, the aim is to encourage students to view themselves as artist that can think deeply and creatively, in order to increase the quality of learning time. The Arts can benefit Education if we, as teachers, plan lessons carefully and integrate them knowledgeably with otherdisciplines. Regarding our topic, the Arts would help students who are learning English to undergo meaningful learning experiences.

References.

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• Caldwell, B. & Vaughan, T. (2012). Transforming education through the arts. Hoboken, NJ: Routledge.

• Chapman, S. (2015). Arts Immersion: Using the arts as a language across the primary school curriculum. Australian Journal of Teacher Education. 40(9), 86-101. htp://dx.doi.org/10.14221/ajte.2015v40n9.5

• Clift, S. (2012). Creative arts as a public health resource: Moving from practice-basedresearch to evidence-based practice. Perspectives in Public Health. 132(3), 120-127. http://dx.doi.org/10.1177/1757913912442269

• Eisner, E. (2003). The arts and the creation of mind. Language Arts. 80(5), 340-344.

• Gardner, H. (1993). Multiple intelligences: The theory in practice. New York, NY: Basic Books. http://dx.doi.org/10.1038/381284a0

• Gardner, H. (2006). Multiple intelligences: New horizons. New York, NY: Basic Books

• Goldberg, M. (2012). Arts integration: Teaching subject matter through the arts in multicultural settings (4th ed.). Boston, MA: Pearson/Allyn and Bacon.

• Greene, M. (1991). Texts and margins. Harvard Educational Review. 61(1), 27-39. http://dx.doi.org/10.17763/haer.61.1.d537217p75k75025

• Robinson, A. (2011). Research review of the effects of arts integrated curriculum on student success. International Journal of Arts and Sciences. 4(11), 289-303.

• Robinson, A. (2012). Understanding how arts integration contribute to disadvantaged students’ success: A theoretical framework. International Journal of Arts and Sciences. 5(5), 371-376.

• Russell-Bowie, D. (2009). What me? Teach music to my primary class? Challenges to teaching music in primary schools in five countries. Music Education Research. 11(1), 23-36. http://dx.doi.org/10.1080/14613800802699549

• Russell-Bowie, D. (2012). MMADD about the arts: An introduction to primary arts education (4th ed.). Frenchs Forest, Australia: Pearson Australia.

• Van de Craen, P. (2001). Content and language integrated learning, culture of education and learning theories. In M. Bax (Ed) and C.J. Zwart (Ed), Reflections on Language and Language Learning: In Honour of Arthur Van Essen. Amsterdam: John Benjamins Publishing Company.

Arts immersion