(Re)Writing the Script of Second Language Teaching/Learning: Exploring Teacher Candidates' Conceptual Understanding of Drama-Based Instruction

Autor/in	Vetere, Timothy Matthew
Titel	(Re)Writing the Script of Second Language Teaching/Learning: Exploring Teacher Candidates' Conceptual Understanding of Drama-Based Instruction
Quelle	(2018), (263 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Pennsylvania State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4387-1764-0
Schlagwörter	Hochschulschrift; Dissertation; Longitudinal Studies; Drama; Teaching Methods; Second Language Learning; Second Language Instruction; Language Teachers; Student Attitudes; Preservice Teachers; Sociocultural Patterns; Lesson Plans; Learning Processes; Group Dynamics; Teacher Education; Communicative Competence (Languages); Language Skills; Elementary Secondary Education; Cross Cultural Studies; Field Experience Programs; Foreign Countries; United States; Sweden + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schauspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Schülerverhalten; Soziokulturelle Theorie; Lesson planning; Unterrichtsplanung; Learning process; Lernprozess; Gruppendynamik; Lehrerausbildung; Lehrerbildung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Language skill; Sprachkompetenz; Cultural comparison; Kulturvergleich; Praxisnahes Lernen; Ausland; USA; Schweden
Abstract	This dissertation reports on a qualitative longitudinal study that explores the original conceptualization of drama-based instruction (DBI) in the L2 classroom among ten K-12 teacher-candidates in a language teacher preparation program. It gives particular attention to two case study participants as they continued to (re)conceptualize drama-based instruction in L2 teaching/learning during diverse field experiences within the United States and Sweden. The following research questions were investigated: (1) In what ways might drama-based instruction offer a basis to L2 teacher-candidates as they work to engage in playful/learning ZPD activity with learners during field experiences in US K-12 schools and abroad?; (2) What are the challenges and affordances experienced by teacher-candidates as they attempt to orient to L2 education from a perspective informed by dramatic play?; and (3) Does L2 teacher-candidates' use of dramatic play activities impact their perceptions of their students' L2 knowledge and development? If so, how? Analysis of participants' written lesson plans and teaching reflections, along with researcher field notes of classroom observations and semi-structured interviews with the teachers revealed three major findings: (1) participants struggled to successfully commit to perspective of DBI, informed by Vygotskian principles, resulting in formal learning ZPD activity taking precedence over playful/learning ZPD activity during drama-based activities; (2) drama-based instruction ruptured traditional classroom dynamics which challenged participants' emerging, and existing, pedagogical content knowledge; and (3) participant assumptions of students' L2 skills, and the process of second language acquisition, affected methodological considerations when designing DBI for L2 instruction. The analysis highlights the need for specific teacher-education in DBI for successful mediated learning to occur in L2 classrooms, and the specific challenges of orientating to methods that support a communicative-based pedagogy for L2 teaching/learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Update	2020/1/01