Drama for English Language Learners

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Drama for English Language Learners. Wendy K. Mages Harvard Graduate School of Education. Drama & Language. Theory Being exposed to a flow of language is not nearly so important as using it in the midst of doing (Bruner, 1990, p. 70) Research - PowerPoint PPT Presentation


<ul><li><p>Drama forEnglish Language LearnersWendy K. MagesHarvard Graduate School of Education </p></li><li><p>Drama &amp; LanguageTheoryBeing exposed to a flow of language is not nearly so important as using it in the midst of doing (Bruner, 1990, p. 70) </p><p>Research3 Meta-Analyses indicate drama does affect language development(Conard, 1992; Kardash &amp; Wright, 1987; Podlozny, 2000)</p></li><li><p>Why is Drama Beneficial for Language Acquisition?Provides a context for language use</p><p>Drama simultaneously engages the mind, the body, and the emotions</p></li><li><p>First Stanza of the PoemThere were a few dozen who occupied the fieldacross the road from where we lived,stepping all day from tuft to tuft,their big heads down in the soft grass,though I would sometimes pass a windowand look out to see the field suddenly emptyas if they had taken wing, flown off to another country.</p></li><li><p>A Taste of DramaSample a number of drama strategies</p><p>Experience what it is like to be a student in a drama class</p></li><li><p>Drama Teaching TechniquesFreezeEnsures safety of participants</p><p>Side CoachingListen to the words I useI will try to coach you with my voice</p><p>No Right or WrongCreates safe environment for explorationEncourages participation</p></li><li><p>Strategy: Walk AboutTechniquesFast &amp; SlowHeavy &amp; LightLarge &amp; SmallHigh &amp; Low</p><p>RationaleEngage participantsDramatizing vocabularyAids comprehensionAids retentionI used vocabulary from the poem</p></li><li><p>Strategy: Character WalkTechniquesLead with your headLead with your ToesLead with one shoulderEtc.</p><p>RationaleEncourages whole body engagementTeaches vocabulary for body parts</p></li><li><p>Strategy: GreetingsTechniquesHelloUse just your eyesUse your head and faceUse your head, face, and voiceGoodbyeTouch feetTouch elbowsIntroductionsFormalInformalRationaleBegin collaborative workTeaches basic greetings in contextTeaches informal and formal introductions</p></li><li><p>Strategy: StatuesTechniqueNumber off by twosUse your whole body to show me HappySadWar (view museum)Peace (view museum)</p><p>RationaleEngage body in vocabulary development</p></li><li><p>Strategy:Group Sculpture TableauxTechniqueAs a group build a sculpture of a wordSculptures:Waiting for RainShockingMysteriousPain</p><p>RationaleEncourage collaborationVocabulary development</p></li><li><p>Strategy: Word SymphonyTechniqueDistribute words from textAllow students to experience the sound of the wordsConduct the word symphony</p><p>RationaleEncourage students to explore the sound of wordsIntroduces vocabulary from the text</p></li><li><p>Strategy: Choral ReadingTechniqueShow first stanza of poemDistribute lines of the poemDiscuss line meaning in small groupsStudents collaborate to perform poemRationaleIntroduces text interpretationIntroduces text performancePromotes comprehension</p></li><li><p>Questions?</p></li><li><p>Thanks!</p><p>So why do educators and administrators remain unconvinced of the relevance of drama in early childhood education?</p><p>Dont Read It (hard to locate) or Cant Interpret It</p><p>Interdisciplinary nature of DRAMA researchDifficult to synthesize the findings</p><p>Scholars note that much drama research is marred by methodological flaws </p><p>Flaws limit the interpretability of researchThis may prevent educators and administrators from using this research as the basis for curricular programming.</p></li></ul>