Literaturnachweis - Detailanzeige
Autor/in | Johnson, Jamie A. |
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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 |
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 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 |