1,824
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Principled practice for drama and theater arts with multilingual learners

References

  • Aita, S. (2009). The theatre in language learning (TiLL) model: Exploring theatre as pedagogy in the L2 environment. Scenario: A Journal of Performative Teaching, Learning, Research, III(1), 64–80. doi:https://doi.org/10.33178/scenario.3.1.6
  • Anderson, A., & Loughlin, S. M. (2014). The influence of classroom drama on English learners’ academic language use during English language arts lessons. Bilingual Research Journal, 37(3), 263–286. doi:https://doi.org/10.1080/15235882.2014.965360
  • Applebee, A. N. (1978). The child’s concept of story: Ages two to seventeen. Chicago, IL: University of Chicago Press.
  • Athanases, S. Z. (2008). Theatre and theory partnered through ethnographic study. In J. Flood, S. B. Heath, & D. Lapp (Eds.), Handbook of research on teaching literacy through the visual and communicative arts: Vol. II (pp. 121–129). New York, NY: Erlbaum.
  • Balyasnikova, N., Higgins, S., & Hume, M. (2018). Enhancing teaching English as an additional language through playfulness: Seniors (ethno)drama club in Vancouver’s Downtown Eastside. TESOL Journal, 9(3), 481–497. doi:https://doi.org/10.1002/tesj.337
  • Banerjee, R., Alsalman, A., & Alqafari, S. (2016). Supporting sociodramatic play in preschools to promote language and literacy skills of English language learners. Early Childhood Education Journal, 44(4), 299–305. doi:https://doi.org/10.1007/s10643-015-0715-4
  • Banks, F. (2014). Creative Shakespeare: The Globe Education guide to practical Shakespeare. London, UK: Bloomsbury.
  • Boal, A. (1998). Legislative theatre: Using performance to make politics. London, UK: Routledge.
  • Bournot-Trites, M., Belliveau, G., Spiliotopoulos, V., & Séror, J. (2007). The role of drama on cultural sensitivity, motivation and literacy in a second language context. Journal for Learning through the Arts, 3(1), 1–35. doi:https://doi.org/10.21977/D93110058
  • Brouillette, L., & Jennings, L. (2010). Helping children cross cultural boundaries in the borderlands: Arts program at Freese Elementary in San Diego creates cultural bridge. Journal for Learning through the Arts, 6(1), 1–17. doi:https://doi.org/10.21977/D96110020
  • Brouillette, L., Greenfader, C., & Vanamburg, S. (2020). Supporting teachers in arts integration strategies to foster foundational literacy skills of emergent bilinguals. Journal of Pedagogy, Pluralism and Practice, 9(1), 1–21.
  • Bruner, J. (1960). The process of education. Cambridge, MA: President and Fellows of Harvard College.
  • Cahanmann-Taylor, M., & McGovern, K. R. (2021). Enlivening instruction with drama and improv: A guide for second language and world language teachers. New York, NY: Routledge. doi:https://doi.org/10.4324/9781003018216
  • Carroll, L. (1871). Through the looking-glass. London, UK: Macmillan.
  • Dalziel, F., & Piazzoli, E. (2019). “It comes from you”: Agency in adult asylum seekers’ language learning through Process Drama. Language Learning in Higher Education, 9(1), 7–32. doi:https://doi.org/10.1515/cercles-2019-0001
  • Dawson, K., & Lee, B. K. (2018). Drama-based pedagogy: Activating learning across the curriculum. Chicago, IL: Intellect Ltd.
  • Edmiston, B. (2014). Transforming teaching and learning with active and dramatic approaches: Engaging students across the curriculum. New York, NY: Routledge.
  • Edwards, E., & Roger, P. S. (2015). Seeking out challenges to develop L2 self-confidence: A language learner’s journey to proficiency. Teaching English as a Second or Foreign Language, 18(4), 1–24.
  • Elpus, K. (2020). Access to arts education in America: The availability of visual art, music, dance, and theater courses in U.S. high schools. Arts Education Policy Review, 123(2), 50–69. doi:https://doi.org/10.1080/10632913.2020.1773365
  • Even, S. (2008). Moving in(to) imaginary worlds: Drama pedagogy for foreign language teaching and learning. Die Unterrichtspraxis/Teaching German, 41(2), 161–170. doi:https://doi.org/10.1111/j.1756-1221.2008.00021.x
  • Galante, A., & Thompson, R. I. (2017). The effectiveness of drama as an instructional approach for the development of second language oral fluency, comprehensibility, and accentedness. TESOL Quarterly, 51(1), 115–142. doi:https://doi.org/10.1002/tesq.290
  • Galda, L., & Pellegrini, A. D. (2008). Dramatic play and dramatic activity: Literate language and narrative understanding. In J. Flood, S. B. Heath, & D. Lapp (Eds.), Handbook of research on teaching literacy through the visual and communicative arts: Vol. II (pp. 455–460). New York, NY: Erlbaum.
  • Goldin-Meadow, S. (2009). How gesture promotes learning throughout childhood. Child Development Perspectives, 3(2), 106–111. doi:https://doi.org/10.1111/j.1750-8606.2009.00088.x
  • Greenfader, C. M., & Brouillette, L. (2017). The arts, the Common Core, and English language development in the primary grades. Teachers College Record: The Voice of Scholarship in Education, 119(8), 1–38. doi:https://doi.org/10.1177/016146811711900806
  • Harman, R., & Smagorinsky, P. (2014). A critical performative process: Supporting the second-language literacies and voices of emergent bilingual learners. Youth Theatre Journal, 28(2), 147–164. doi:https://doi.org/10.1080/08929092.2014.956956
  • Hulse, B., & Owens, A. (2019). Process drama as a tool for teaching modern languages: Supporting the development of creativity and innovation in early professional practice. Innovation in Language Learning and Teaching, 13(1), 1–30. doi:https://doi.org/10.1080/17501229.2017.1281928
  • Jasper, J. J., Dvorak, L. L., Athanases, S. Z., & Sanchez, S. L. (2021). Embodiment, emotion, and reflection: Resources for learning through drama. English Journal, 110(3), 40–47. Published in Special Issue on “The Play’s the Thing.”
  • Long, B. W., & HopKins, M. F. (1982). Performing literature: An introduction to oral interpretation. Hoboken, NJ: Prentice-Hall.
  • McGovern, K. R. (2017). Conceptualizing drama in the second language classroom. Scenario: A Journal of Performative Teaching, Learning, Research, XI(1), 4–16. doi:https://doi.org/10.33178/scenario.11.1.3
  • Ntelioglou, B. Y. (2011). ‘But why do I have to take this class?’ The mandatory drama-ESL class and multiliteracies pedagogy. Research in Drama Education: The Journal of Applied Theatre and Performance, 16(4), 595–615. doi:https://doi.org/10.1080/13569783.2011.617108
  • Piazzoli, E. (2011). Process drama: The use of affective space to reduce language anxiety in the additional language learning classroom. Research in Drama Education: The Journal of Applied Theatre and Performance, 16(4), 557–573. doi:https://doi.org/10.1080/13569783.2011.617104
  • Ragnarsdóttir, Á. H., & Þorkelsdóttir, R. B. (2012). Creative learning through drama. Drama Research: International Journal of Drama in Education, 3(1), 1–19.
  • Sanchez, S. L., Athanases, S. Z., Cahalan, O. L., & Houk, J. G. (2022). Drama integration across subjects, grades, and learners: Insights from new teachers as inquiring reflective practitioners. Arts Education Policy Review, AHEAD-OF-PRINT, 1–18. doi:https://doi.org/10.1080/10632913.2022.2053920
  • Schewe, M. (2013). Taking stock and looking ahead: Drama pedagogy as a gateway to a performative teaching and learning culture. Scenario: A Journal of Performative Teaching, Learning, Research, VII(1), 5–27. doi:https://doi.org/10.33178/scenario.7.1.2
  • Schleppegrell, M. J. (2004). The language of schooling: A functional linguistics perspective. Mahwah, NJ: Erlbaum.
  • Serafini, F. (2015). Multimodal literacy: From theories to practices. Language Arts, 92(6), 412–423.
  • Stavrou, S., Charalambous, C., & Macleroy, V. (2021). Translanguaging through the lens of drama and digital storytelling: Shaping new language pedagogies in the classroom. Pedagogy, Culture & Society, 29(1), 99–118. doi:https://doi.org/10.1080/14681366.2019.1692058
  • Thiel, J. J. (2015). “Bumblebee’s in trouble!” Embodied literacies during imaginative superhero play. Language Arts, 93(1), 38–49.
  • Tigert, J. M., & Leider, C. M. (2022). Beyond the “core”: Preparing art educators to meet the needs of culturally and linguistically diverse students. TESOL Quarterly, 56(1), 425–434. doi:https://doi.org/10.1002/tesq.3040
  • To, L. D., Chan, Y. P., Lam, Y. K., & Tsang, S. Y. (2011). Reflections on a primary school teacher professional development programme on learning English through Process Drama. Research in Drama Education: The Journal of Applied Theatre and Performance, 16(4), 517–539. doi:https://doi.org/10.1080/13569783.2011.617099
  • US Census Bureau. (2021, October). School enrollment in the United States 2018. https://www.census.gov/library/publications/2020/demo/P20-584.html
  • Wagner, C. J. (2021). Teacher language practices that support multilingual learners: Classroom-based approaches from multilingual early childhood teachers. TESOL Journal, 12(3), 1–16. doi:https://doi.org/10.1002/tesj.583