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Author Baraldi, Sara Margarita
Title Drama and theatre practices in the elementary classroom that create conducive environments for non-English speakers' English language acquisition
book jacket
Descript 234 p
Note Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3702
Thesis (Ph.D.)--Arizona State University, 2009
This study examines ways in which drama and theatre techniques and practices, as implemented in the elementary classroom and combined with pedagogical practices to teach and learn a second language, can create the appropriate conditions that promote environments conducive for content learning and to aid the English Language Learner (ELL). This research is a qualitative case study that follows one fourth- and fifth-grade combination classroom during a period of six weeks. During this time, ten drama and theatre structures were used to teach an economics unit. The twenty-seven participants, including five ELL students, were observed while participating in the drama sessions, when interacting with each other, and during exchanges with the teacher. All participants were interviewed at several stages to obtain their reactions and responses as they participated in this project. Fieldnotes, participant observation, and interviews were used to gather data. To understand what students, particularly ELL students, thought about the use of drama and theatre to help them learn academic content and English, their own words were used as direct feedback to inform the development and improvement of existing teaching practices
The results of this research suggest that all the participants: (1) appreciated the use of drama in the classroom; (2) learned the content of the economics unit; and, (3) would use drama in other subject areas. In particular, ELL students expressed an interest and desire to use drama and theatre techniques to learn English in the future. Similar concepts were discovered that could be used in both drama and ELL education to achieve their particular goals. The six strategies from both fields and applied to teach the drama sessions were as follows: (1) engage students in conversation; (2) encourage cooperative learning; (3) form small groups; (4) promote writing; (5) incorporate body use; and, (6) utilize students' prior knowledge. The participants' experiences suggested that combining each field's similar teaching tools can benefit both language and content learning
School code: 0010
Host Item Dissertation Abstracts International 70-10A
Subject Education, English as a Second Language
Alt Author Arizona State University
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