The Influence of Classroom Drama on English Learners' Academic Language Use during English Language Arts Lessons

Autor/inn/en	Anderson, Alida; Loughlin, Sandra M.
Titel	The Influence of Classroom Drama on English Learners' Academic Language Use during English Language Arts Lessons
Quelle	In: Bilingual Research Journal, 37 (2014) 3, S.263-286 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2014.965360
Schlagwörter	Drama; Teaching Methods; Academic Discourse; Speech Acts; English; Language Arts; Discourse Analysis; English (Second Language); Second Language Learning; Spanish; Elementary School Students; Native Language; Elementary School Teachers; Educational Practices; Educational Research; Educational Policy; Observation; Interviews + Suchen Sie Ihr Suchwort? Schauspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Discourse; Diskurs; Sprechakt; English language; Englisch; Sprachkultur; Diskursanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Spanisch; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Politics of education; Bildungspolitik; Beobachtung; Interviewing; Interviewtechnik
Abstract	Teacher and student academic discourse was examined in an urban arts-integrated school to better understand facilitation of students' English language learning. Participants' discourse was compared across English language arts (ELA) lessons with and without classroom drama in a third-grade classroom of English learning (EL) students (N = 18) with Spanish as their home language (L1) and English as their second language (L2). Students used significantly higher rates of L2 academic language forms as measured by linguistically specific and complex literate language features and language-facilitative speech acts during classroom drama, as compared with conventional ELA lessons. The classroom teacher used more dialogic discourse, as measured by increased rates of requestive and responsive speech acts during drama, as compared with conventional ELA lessons. The findings indicate that the contextualization of ELA content through classroom drama contributed to participants' dialogic use of specific and complex academic discourse forms over a conventional ELA setting. The implications of arts-integrated instruction for education practice, research, and policy are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10