Tellers, Makers, and Holders of Stories: A Micro-Analytic Understanding of Students' Identity Work in Drama-Based Adult ESL Classrooms

Autor/in	Kim, Won
Titel	Tellers, Makers, and Holders of Stories: A Micro-Analytic Understanding of Students' Identity Work in Drama-Based Adult ESL Classrooms
Quelle	In: Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 24 (2021) 3, S.186-206 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1481-868X
Schlagwörter	Drama; Teaching Methods; Adult Education; Second Language Learning; Second Language Instruction; English (Second Language); Adult Students; Discourse Analysis; Learning Experience; Classroom Communication; Self Concept; Transformative Learning; Student Empowerment; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Schauspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Diskursanalyse; Lernerfahrung; Klassengespräch; Selbstkonzept; Pädagogische Transformation; Studienberechtigung; Ausland; Kanada
Abstract	Despite a wide-spread pedagogical interest and scholarly conviction in the possibilities of educational drama for creating more contextually-situated, engaging, and multi-modal L2 learning experiences (Piazzoli, 2018; Stinson & Winston, 2011), there is scarce empirical evidence concerning what is actually taking place interactionally in L2 classrooms for adults. This article presents a bottom-up microanalysis of classroom interaction in an ESL class in Canada with over 16 adult learners designed to explore the potential and actual impact of educational drama on classroom discourse and students' L2 learning experiences. Using a discourse analytic approach (Antaki & Widdicombe, 1998; Goffman, 1981), I analyze the dynamic identity work of the class participants. The article presents empirically-grounded research findings that illustrate instances of interaction in and through which drama-based ESL pedagogy contributes to the development of dialogic and democratic classroom discourse and fosters a transformative empowering interpersonal space (Cummins, 2011). (As Provided).
Anmerkungen	Canadian Association of Applied Linguistics / Association Canadienne de Linguistique Appliquée. Departement de langues, linguistique et traduction, Pavillon de Koninck, Universite Laval, Quebec, QC G1K 7P4, Canada. Web site: http://www.aclacaal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01