Curriculum-Based Readers Theatre as an Approach to Literacy and Content Area Instruction for English Language Learners

Abstract

This mixed-methods study investigated elementary teachers’ perceptions of curriculum-based readers theatre (CBRT) as a relevant approach for teaching English language learners (ELLs). I collected quantitative survey data from teachers who worked at the school with the largest population of ELLs in a large Florida school district. The survey investigated teachers’ ability to identify English for speakers of other languages (ESOL) instructional strategies embedded within the approach after professional development and classroom implementation. I collected qualitative data in the form of discussion board transcripts and interviews. Both quantitative and qualitative data analysis led to similar conclusions and revealed that CBRT incorporates various ESOL instructional strategies that are recognized as effective for teaching ELLs. I offer implications and suggestions for future research on the instruction of ELLs and the benefits of CBRT and other similar approaches that make connections among literacy, content area methods, and ESOL instructional strategies.