Boosting Language Skills of English Learners Through Dramatization and Movement

Greenfader, Christa Mulker; Brouillette, Liane

doi:10.1002/trtr.1192

Cited by 45 publications

(31 citation statements)

References 14 publications

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“…Other prior research has shown increased engagement for students who participated in TAP (Hinga et al, 2012 ). Preliminary quantitative analyses on a smaller implementation of this program have suggested that it was effective in boosting the oral language skills of young ELs (Greenfader & Brouillette, 2013 ).…”

Section: Present Studymentioning

confidence: 99%

Effect of a Performing Arts Program on the Oral Language Skills of Young English Learners

2014

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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.

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Section: Present Studymentioning

confidence: 99%

Effect of a Performing Arts Program on the Oral Language Skills of Young English Learners

2014

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“…The finding that the STEAM lessons were as beneficial to children who spoke English at home as to English learners was unexpected. Earlier research with K-2 English learners in San Diego (Brouillette, Grove & Hinga, 2015;Greenfader & Brouillette, 2013, 2017Greenfader, Brouillette & Farkas, 2015) led us to believe that arts integration was especially helpful for young English learners. But our findings suggest that, at least in the highpoverty urban schools where we worked, all children benefitted equally from the use of STEAM lessons to help them to envision phenomena that they were not able to directly observe.…”

Section: Results Of the Quantitative Studymentioning

confidence: 97%

Using Arts Integration to Make Science Learning Memorable in the Upper Elementary Grades: A Quasi-Experimental Study

Graham¹,

Brouillette²

2017

Journal for Learning through the Arts

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“…Chand-O'Neal's (2014) research focused on a turnaround model of arts integration as a means of increasing student engagement. Greenfader and Brouillette (2013) provided compelling evidence that arts-integrated pedagogical practices improved student engagement among a population of students identified as ELLs.…”

Section: Theoretical Framementioning

confidence: 97%

“…Arts integration benefits both hard skills, measured by tests, and soft skills, or, what is referred to as non-cognitive factors, typically associated with workforce development (Kautz, Heckman, Diris, Ter Weel, & Borghans, 2014). When elementary classroom teachers integrate the arts with non-arts subjects, students' ELA achievement improves, particularly achievement associated with literate language features (Anderson, 2012;Anderson & Loughlin, 2014), speaking and listening skills (Greenfader & Brouillette, 2013), and high stakes tests (Walker, Bosworth McFadden, Tabone, and Finklestein, 2011). In tandem, integrating the arts also points to increased mathematics achievement, specifically success related to problem solving and using mathematical symbols (An, Capraro, and Tillman 2013), improved student attitudes regarding math (Werner, 2011), and higher standardized test achievement in state high-stakes math assessments (Cunnington et al, 2014;Harloff, 2011).…”

Section: Review Of Related Literature On Arts Integrationmentioning

confidence: 99%

Challenges and Supports to Elementary Teacher Education: Case Study of Preservice Teachers’ Perspectives on Arts Integration

Hipp¹,

Dowell²

2019

Journal for Learning through the Arts

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This case study investigates the factors that challenge and support preservice teachers' (PST) arts integration beliefs and practices. The participants include a total of 74 PSTs enrolled in a mandatory university arts course at a large Southern university across three consecutive semesters. Concurrent with arts class enrollment, PSTs are also enrolled in their capstone, semester-long, student teaching experience. The authors used PSTs' end-of-semester reflections and the primary data source. Findings illustrate that PSTs can be creative through arts integration within teaching and learning, while still acknowledging challenges at the school level. The authors detail how they revamped existing elementary preservice arts classes to focus on arts-integrated instructional practices. In addition, findings illustrate the need for strategic inservice training for mentor teachers on the efficacy of arts integration in elementary settings and for administrative support for the arts at the school level. Because teacher candidates must confront a variety of tasks necessitating creative and adaptive thinking in an era focused on standards and high-stakes testing, learning about, engaging with, and infusing arts-integrated learning into teacher preparation aligns with the ideals of a liberal arts education (Lorimer, 2012, p. 86). In the United States (US), complex questions confront public education in the 21 st century and require that teacher educators assume an active stance in improving teacher quality. Historically, political interests, spurred by the passage of the No Child Left Behind Act (NCLB) (2001) and the Every Student Succeeds Act (ESSA) (2016), both reauthorizations of the original Elementary and Secondary Education Act (ESEA) (1965), have resulted in a preoccupation with formulaic, packaged, and scripted curricula (Altwerger, 2005; Coles, 2003) and high stakes tests (Garan, 2002, 2004; Johnson & Johnson, 2006) that silence teacher voices and stifle creativity, particularly in high stakes discipline-specific areas, such as literacy and math (Allington, 2002b). Within the past several decades, personal and political forces have intensified (Allington, 2004; Garan, 2002; Schneider, 2014, 2016), shaping the types of instruction public school children, especially urban elementary children, receive, narrowing curriculum and teaching to content specifically presented by a state high stakes test. Escalating mandates derived from NCLB (2001) and ESSA (2016) legislation have increasingly dictated how educators, especially elementary teachers, teach in the US. For instance, often the literacy "forced" on urban elementary children does little to foster creativity (Finn, 1999; Meyer, 2010). Within the last 15 years in many elementary schools, social studies and science have been short shrifted, simply because they are not high stakes tested subjects (An, Capraro, & Tillman, 2013; Center on Education Policy, 2006). Of particular note, 71 percent of America's school districts have reduced arts, science, and social studies in...

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Boosting Language Skills of English Learners Through Dramatization and Movement

Abstract: 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.

Cited by 45 publications

References 14 publications

Effect of a Performing Arts Program on the Oral Language Skills of Young English Learners

Effect of a Performing Arts Program on the Oral Language Skills of Young English Learners

Using Arts Integration to Make Science Learning Memorable in the Upper Elementary Grades: A Quasi-Experimental Study

Challenges and Supports to Elementary Teacher Education: Case Study of Preservice Teachers’ Perspectives on Arts Integration

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