The Influence of Classroom Drama on English Learners’ Academic Language Use During English Language Arts Lessons

Anderson, Alida; Loughlin, Sandra M.

doi:10.1080/15235882.2014.965360

Cited by 15 publications

(15 citation statements)

References 54 publications

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“…As soon as one Multilingualism Bilingual*, multilingual*, heritage language*, English language learner, English as an additional language, French as a second language, English as a second language, immersion classroom*, non-native*, L2-learner*, second language learner*, dual language learner*, multicultural class*, Hispanic children, home language* Interaction classroom interaction, teacher-child interaction, verbal interaction, teacher-child relation*, talk*, conversation*, academic language*, discourse* School setting kindergarten, primary school, elementary school, preschool, early childhood education of the criteria was not met, the article was excluded from the analyses. This resulted in the exclusion of 71 articles in total due to a different age-group (N = 31; e.g., Anderson & Loughlin, 2014), the lack of empirical data (N = 2; e.g., Watts-Taffe & Truscott, 2000), not focusing on multilingual children (N = 23; e.g., Dorner & Layton, 2014), or not focusing on teacher-child interactions (N = 9; e.g., Aarts, Demir, & Vallen, 2011). Six articles were excluded for other reasons.…”

Section: Search Proceduresmentioning

confidence: 99%

“…As soon as one of the criteria was not met, the article was excluded from the analyses. This resulted in the exclusion of 71 articles in total due to a different age-group (N = 31; e.g., Anderson & Loughlin, 2014), the lack of empirical data (N = 2; e.g., Watts-Taffe & Truscott, 2000), not focusing on multilingual children (N = 23; e.g., Dorner & Layton, 2014), or not focusing on teacher-child interactions (N = 9; e.g., Aarts, Demir, & Vallen, 2011). Six articles were excluded for other reasons.…”

Section: Search Proceduresmentioning

confidence: 99%

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A Systematic Review of Teacher–Child Interactions With Multilingual Young Children

Langeloo

Lara

Deunk

et al. 2019

Review of Educational Research

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Teacher-child interactions are the most important factor that determines the quality of early-childhood education. A systematic review was conducted to gain a better understanding of the nature of teacher-child interactions that multilingual children are exposed to, and of how they differ from teacherchild interactions of monolingual children. Thirty-one studies were included. The included studies (a) mainly focused on multilingual children with low language proficiency in the majority language and (b) hardly compared between monolingual and multilingual children. The review shows that teacher-child interactions of multilingual children are comparable to the interactions of monolingual children, although teachers do adopt different strategies to facilitate the development of multilingual children, such as the use of the home language and nonverbal communication to support understanding. Worryingly, several studies indicate that multilingual children are exposed to unequal learning opportunities compared with their monolingual peers.

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Section: Search Proceduresmentioning

confidence: 99%

Section: Search Proceduresmentioning

confidence: 99%

A Systematic Review of Teacher–Child Interactions With Multilingual Young Children

Langeloo

Lara

Deunk

et al. 2019

Review of Educational Research

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“…Instruction, April 2018 • Vol.11, No.2 Students who engage in learning activities enriched with the fine arts have the potential to experience a myriad of benefits, including the development of instrumental 21 st century skills critical thinking, problem solving, communication, and collaboration (Arts Education Partnership, 2016). Additionally, learning through the fine arts has been linked to enhanced cognitive processes (Bolwerk et al, 2014;Demarin et al, 2016;Dunbar, 2008;Posner et al, 2008;Solso, 1994); and improved academic performance (Anderson, 2012;Anderson & Loughlin, 2014;Ingram & Riedel, 2003;Peppler et al, 2014) and retention of academic content (Hardiman et al, 2014;Rinne et al, 2011). Thus, all classroom teachers at the elementary grade levels should seek ways to integrate the arts throughout their content curriculum (i.e., mathematics, reading, science, and writing) consistently and frequently.…”

Section: Discussionmentioning

confidence: 99%

Impact of WOWW’s Fine Arts Enriched Education Programming

Sharp¹,

Tiegs²

2018

INT J INSTRUCTION

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Learning through the fine arts possesses many benefits, yet efforts to address the arts within public schools, particularly rural schools, are insufficient. In an effort to support rural public schools in Texas, Window On a Wider World (WOWW) began providing fine arts enriched education programming in 2006 to area partner schools that serve students at the elementary grade levels. The purpose of the current study was to explore the impact of WOWW's fine arts enriched education programming on student academic achievement with state-mandated standardized assessments, as well as campus attendance rates. This study employed an ex-post facto, causal-comparative quantitative research design to analyze mean differences between WOWW partner schools and non-WOWW partner schools. Data were collected from

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“…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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The Influence of Classroom Drama on English Learners’ Academic Language Use During English Language Arts Lessons

Cited by 15 publications

References 54 publications

A Systematic Review of Teacher–Child Interactions With Multilingual Young Children

A Systematic Review of Teacher–Child Interactions With Multilingual Young Children

Impact of WOWW’s Fine Arts Enriched Education Programming

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

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