Drama education and second language learning: a growing field of practice and research

Stinson, Madonna; Winston, Joe

doi:10.1080/13569783.2011.616395

Cited by 47 publications

(32 citation statements)

References 4 publications

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“…However, the data collected by Becker, Gerngross and Puchta (2013) show a number of interesting results that will need to be verified through further studies. The 5-minute time limit seems to encourage the children to focus on the task and to speak spontaneously, therefore contributing to their spontaneity as suggested by Stinson and Winston (2011). The primary learners seem to transfer their competencies from dramatizing in playful situations in their first language and are able to communicate non-verbally as described by Zafeiriadou (2009, 6).…”

Section: Improvisation Activities In the Primary English Classroommentioning

confidence: 95%

An approach to creative speaking activities in the young learners’ classroom

Becker¹,

Roos²

2016

Education Inquiry

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The main focus of early foreign language learning in Europe is on the development of oral skills. In the classroom, speaking is usually reproductive and imitative and activities aim at the production of closely supported accurate output. Opportunities for young learners to experiment with the language and to use it productively outside of fixed dialogues are often rare. However, developing fluency and basic speaking competencies requires more than just producing memorized chunks of language. In order to progress in their acquisition of the target language and to become truly communicatively competent, learners also need to be able to use language spontaneously and creatively. This paper proposes an approach to creative speaking activities. It discusses communicative tasks and improvisation activities in relation to their potential to initiate language use that transcends formulae and reproduction. Finally, it develops a model of creative speaking that illustrates how young learners can be supported in gradually developing the skills for a more independent language use.

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Section: Improvisation Activities In the Primary English Classroommentioning

confidence: 95%

An approach to creative speaking activities in the young learners’ classroom

Becker¹,

Roos²

2016

Education Inquiry

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“…There is a growing recognition of the complex learning that occurs at the intersection of drama education and second language learning. Both researchers and practitioners of language education have explored theoretical and applied issues of introducing playfulness into diverse classroom settings (for an extensive literature review on the topic, see Belliveau & Kim, ; Stinson & Winston, ). However, underexplored contexts remain.…”

mentioning

confidence: 99%

Enhancing Teaching English as an Additional Language Through Playfulness: Seniors (Ethno)Drama Club in Vancouver's Downtown Eastside

2017

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This article describes the process of using an ethnodrama while working with older adults learning English as an additional language. By examining a 4-month-long period of Seniors Drama Club, created to offer theatre-based language learning experiences for Vancouver's immigrant senior population, the authors draw attention to the complex learning that occurs at the intersection of drama education and additional language learning. The aim of the article is twofold. First, the authors show the benefits of using adaptable and "living" texts-such as an ethnodrama-in language teaching. Second, the authors argue that framing of language learning as a collaborative theatre project empowers learners to take agency of their language learning and future use. In conclusion, the authors elaborate on some of the promising practices developed as the outcome of this community-based project.There is a growing recognition of the complex learning that occurs at the intersection of drama education and second language learning. Both researchers and practitioners of language education have explored theoretical and applied issues of introducing playfulness into diverse classroom settings (for an extensive TESOL Journal 9.3, September 2018 481

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“…Theatre is not only applied as a temporary bandage but also hopefully as a lasting nourishment. In asking what are the possibilities and limitations of applied theatre practices to empower individuals and communities and explore notions of identity, there is a growing body of knowledge that focuses on issues of social justice, equity and Research in Drama Education 233 diversity with respect to ethnic, racial, linguistic, economic and gender-based disadvantage, as well as interdisciplinary work that focuses on drama/theatre/performance and intercultural learning; diasporic communities; and language learners, linguistic diversity and multilingual practices (Dunn and Stinson 2011;Medina and Campano 2006;Piazzoli 2010;Stinson and Winston 2011;Rothwell 2011;Yaman Ntelioglou 2011).…”

Section: Crossing Boundaries Of Practicesmentioning

confidence: 99%