Performance, performativity and second language identities: How can we know the actor from the act?

Understanding reading teachers’ self-directed use of drama-based pedagogy in an under-resourced educational setting: A case study in China

“…In the process, the students had to adjust to the pedagogy prior to their satisfactory performance in the latter half of the semester possibly due to the constraints of language proficiency (which is needed to carry on a conversation), shyness in public, and the considerable time needed to adjust to drama-based pedagogy, as revealed in previous studies (e.g. Harman & Zhang, 2015; Nurhayati, 2016). Through the teacher’s observations of his students’ challenges and his modification of the pedagogy, drama-based pedagogy began to help them gain an improved understanding of a text that they had learned in class in terms of its content and lexical use, as advocated by researchers (e.g.…”

“…He also echoed the notion that the students may need time to adjust emotionally to the pedagogy because it is new to them (e.g. Harman & Zhang, 2015;Nicholson, 2002). However, a background like that of the students in John's classroom was not mentioned in the literature available to him.…”

“…In this study, drama-based pedagogy refers to the pedagogical activities involving students’ pre-performance planning, improvisation through multimodal expressions in different roles, and post-performance reflections (Dawson, Cawthon, & Baker, 2011; Harman & Zhang, 2015). Notably, to help students adjust to the pedagogy, teacher mediation may be necessary (Papavassiliou-Alexiou & Zourna, 2016).…”

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“…CPP were mainly developed and practiced in the teacher education programs of the US. Harman, Ahn, and Bogue (2016) and Harman and Zhang (2015) presented model CPP practices that supported graduate students in recognizing and negotiating their ESL and EFL teacher identities. Similarly, Cahnmann-Taylor and Souto-Manning (2010) presented various models of CPP to raise teacher candidates' awareness of social justice in ESL and bilingual teacher education programs.…”

A critical review of literature on English language teaching textbook evaluation: What systemic functional linguistics can offer

“…Since the above descriptive framework aims to describe universal features of ELT textbooks, it can be used to describe ELT textbooks in any teaching and learning context. In particular, when conducting description of classroom activities for in-use evaluation (i.e., category 6), researchers could use speech function analysis (Eggins & Slade, 1997;Harman & Zhang, 2015), focusing on what linguistics resources are taught for later evaluation, rather than just focusing on interactional patterns as identified in previous research (c.f., Mantero, 2002;Nahrkhalaji, 2012).…”