Culturally Inclusive Dance: Working with Chinese English Language Learners in the Dance Technique Classroom

Autor/in	Johnson, Jamie A.
Titel	Culturally Inclusive Dance: Working with Chinese English Language Learners in the Dance Technique Classroom
Quelle	In: Journal of Dance Education, 18 (2018) 1, S.3-12 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johnson, Jamie A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-0824
DOI	10.1080/15290824.2017.1317781
Schlagwörter	Culturally Relevant Education; Inclusion; Dance Education; Asians; English Language Learners; Semi Structured Interviews; Student Centered Learning; Class Activities; Student Attitudes; College Students; Student Participation; Humor; Language Usage; Self Esteem; Foreign Students; Qualitative Research; Washington + Suchen Sie Ihr Suchwort? Inklusion; Dance; Education; Tanzerziehung; Asian; Asiat; Asiatin; Asiaten; Asiate; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Schülerverhalten; Collegestudent; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Humoristische Darstellung; Sprachgebrauch; Self-esteem; Selbstaufmerksamkeit; Qualitative Forschung
Abstract	Higher education is experiencing rapidly shifting demographics brought about by the expanding global economy. The influx of English Language Learners (ELLs) into U.S. dance classrooms is creating a shifting paradigm for students and instructors. According to Beth McMurtrie (2012), universities with increasing international enrollments recognize the need to bolster services to support these students. This evolving educational landscape presents an opportunity for dance education. The dance studio provides a unique interchange of movement and language from which dance educators can support language acquisition alongside social, emotional, and cognitive development. Through qualitative analysis of interviews with Chinese ELLs, this article articulates the challenges and benefits interviewees experience in the dance studio, and offers teaching strategies participants found assistive to their learning. Using in-practice sessions, classroom activities were developed. The resulting learner-centered solutions focus on classwork with embedded language objectives, teacher-facilitated interactions, and conscientious modeling to foster culturally inclusive learning environments. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01