Although English oral language proficiency in the primary grades is critical to the literacy development of English learners (ELs), we know little about how to foster these skills. This study examined a yearlong K-2 drama and creative movement intervention. A randomized experimental design ( N = 5,240) was used to address two research questions: (1) Did participating ELs perform better on oral language assessments than those who did not receive the intervention? (2) Was the impact of the program moderated by students' baseline English-language skills? Student speaking and listening skills were measured using the California English Language Development Test. The treatment group ( N = 902) outperformed controls ( N = 4,338) on speaking assessments. ELs with the most limited English speaking abilities at baseline benefited most from the program.

Although there is widespread recognition that arts experiences enhance children's socialemotional development, the mechanisms through which this process takes place are little understood. This article provides insight into the role of the arts in development, through a review of recent research on child development and interviews with inner-city elementary teachers who have participated in an artist-in-residence program. The author presents evidence that arts experiences-and drama activities in particular-help children to develop an enhanced understanding of the responses, emotional expressions, and actions of other people, as well as a comprehension of what to expect from others and what social scripts should be used in different situations.

How can K-2 teachers foster the language development of students who have limited English backgrounds? This article explores using performing arts activities to boost the oral language skills of English learners.

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