ABSTRACT
The movement toward arts partnerships in education is prevalent in the field of Teaching English to Speakers of Other Languages. The movement draws attention to the considerations of creativity and artful engagements in teacher preparation and practice, making connections between language teachers' identities and those of artists. Critical pedagogy is directly connected to the neoliberal landscape influencing English teaching in East Asia. There has been renewed interest among teachers, researchers, and school administrators in a reconciliation of the artistic and educational enterprises as complementary partners. According to Booth, a variety of titles have emerged that refer to artists working in classrooms; these include artist-in-residence, artist-educator, visiting artist, arts expert, arts provider, and teaching artist. All participants held similarly novice experiences with poetry and advanced knowledge of English as they completed their second and final year in the Master's program.
