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.