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Drama Education and Second Language Learning

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Additional Language Teaching
affective factors in language classrooms
Affective Filter Hypothesis
Affective Space
AL Learning
applied theatre pedagogy
Category=JNU
Category=YPCK
Drama as Pedagogy
English Language Learners
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eq_nobargain
eq_non-fiction
eq_society-politics
ESL Classroom
ESL Curriculum
ESL Learner
High School
intercultural communication skills
Intercultural Language Learning
Intermediate English Proficiency
Joe Winston
Kinaesthetic Mode
language acquisition strategies
Language Anxiety
Language Learning
Madonna Stinson
multiliteracies approach
Multiliteracies Pedagogy
Negative Relationship
Non-threatening Learning Environment
Pedagogical Content Knowledge
Play Back
Pretext Materials
Process Drama
process drama methodology
Professional Development
Senior High
SLA Principle
Taiwanese Senior High Schools
teacher professional development
Theatre and Performance
Verbatim Theatre

Product details

  • ISBN 9780415704540
  • Weight: 476g
  • Dimensions: 174 x 246mm
  • Publication Date: 13 Aug 2013
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description

In recent years the contribution of drama to second language learning has grown internationally as a field of interest to both teachers and researchers. The potential for drama to provide strong social contexts for learning, to provide opportunities for the learner to embody the target language and to motivate students’ desire to communicate have been increasingly recognized as fruitful areas of inquiry. This book provides a brief historical perspective on the development of this interest before presenting a range of examples drawn from recent research projects led by those who are themselves experienced as drama and second language teachers. Drawing on a variety of theoretical perspectives and deploying a range of methodological processes, the chapters present evidence as to how and why drama can impact on student learning in a range of classrooms, from the primary school through to undergraduate level. Focusing on issues such as questioning in role, the professional development of second language teachers interested in using drama, and the role of artistry when applying drama as pedagogy for second language learning, they provide an up to date picture of contemporary practices and an acute analysis of both the possibilities and the challenges facing researchers in the field.

This book was originally published as a special issue of Research in Drama Education: The Journal of Applied Theatre and Performance.

About
Joe Winston is Professor of Drama and Arts Education at the University of Warwick, UK. He has many publications covering a broad spectrum of issues relating to the field of drama and theatre in schools. His most recent books include Beauty and Education (2010) and Second Language Learning through Drama (ed. 2012) both published by Taylor and Francis. Dr Madonna Stinson is Deputy Head of School (Academic) in the School of Education and Professional Studies, Griffith University, Australia. She is internationally regarded for her writings and practice in drama curriculum and pedagogy and, currently, director of publications for Drama Australia. A particular research interest is the impact of drama pedagogy on language learning.