Drama Pedagogy as a Catalyst for Shifting Language Anxiety in Primary School Teachers: Offering Critical Engagement within EFL Classroom

Autor/in	Araki, Naoko
Titel	Drama Pedagogy as a Catalyst for Shifting Language Anxiety in Primary School Teachers: Offering Critical Engagement within EFL Classroom
Quelle	In: Qualitative Research Journal, 21 (2021) 3, S.258-273 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-9883
DOI	10.1108/QRJ-03-2020-0020
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Language Teachers; Anxiety; Elementary School Teachers; Teacher Competencies; Readiness; Faculty Development; Self Efficacy; Teacher Attitudes; Drama; Curriculum Implementation; Teaching Methods; Knowledge Level; Language Proficiency; Picture Books; Imagination; Role Playing; Japan + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Angst; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrkunst; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Schauspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Language skill; Language skills; Sprachkompetenz; Picture book; Bilderbuch; Rollenspiel
Abstract	Purpose: Japanese school teachers are facing challenges under the new curricula reform, and there is still a lack of preparation to guide them to a successful implementation. Dilemmas related to teaching English language in primary schools were seen among participant teachers in a program of professional learning. This study aims (1) to identify a feeling of anxiety and readiness to the new EFL curricula and (2) to offer a professional learning program for shifting their concerns to regain their confidence and agency as educators. Design/methodology/approach: The study was conducted based on qualitative research. Qualitative data was collected from 40 participating teachers in the professional learning program, and later was critically analysed. Findings: Initial findings revealed that the majority of participants felt concerned towards teaching EFL in their school, as they are homeroom teachers, not specialist teachers in EFL. Drama pedagogy helped shifting their language anxiety and repositioning themselves within the new EFL curricular implementation, as it became evident through the reflections of the professional development workshop. Originality/value: The study highlights current educational issues that Japanese primary school teachers are facing. Failure to fully address their feeling of anxiety underlies the Japanese school culture. Drama pedagogy, despite being quite new to educational pedagogy in Japan, was effective in allowing the participants to freely express their voices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01