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Drama for English Language Learners Wendy K. Mages Harvard Graduate School of Education

Drama for English Language Learners Wendy K. Mages Harvard Graduate School of Education

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Page 1: Drama for English Language Learners Wendy K. Mages Harvard Graduate School of Education

Drama forEnglish Language Learners

Wendy K. MagesHarvard Graduate School of Education

Page 2: Drama for English Language Learners Wendy K. Mages Harvard Graduate School of Education

Drama & LanguageTheory “Being ‘exposed’ to a flow of language is

not nearly so important as using it in the midst of doing” (Bruner, 1990, p. 70)

Research 3 Meta-Analyses indicate drama does

affect language development(Conard, 1992; Kardash & Wright, 1987; Podlozny, 2000)

Page 3: Drama for English Language Learners Wendy K. Mages Harvard Graduate School of Education

Why is Drama Beneficial for Language Acquisition?

Provides a context for language use

Drama simultaneously engages the mind, the body, and the emotions

Page 4: Drama for English Language Learners Wendy K. Mages Harvard Graduate School of Education
Page 5: Drama for English Language Learners Wendy K. Mages Harvard Graduate School of Education

First Stanza of the Poem

There were a few dozen who occupied the field

across the road from where we lived,

stepping all day from tuft to tuft,

their big heads down in the soft grass,

though I would sometimes pass a window

and look out to see the field suddenly empty

as if they had taken wing, flown off to another country.

Page 6: Drama for English Language Learners Wendy K. Mages Harvard Graduate School of Education

A “Taste” of Drama

Sample a number of drama strategies

Experience what it is like to be a student in a drama class

Page 7: Drama for English Language Learners Wendy K. Mages Harvard Graduate School of Education

Drama Teaching Techniques Freeze

– Ensures safety of participants

Side Coaching– Listen to the words I use– I will try to coach you with my voice

No Right or Wrong– Creates safe environment for exploration– Encourages participation

Page 8: Drama for English Language Learners Wendy K. Mages Harvard Graduate School of Education

Strategy: Walk About Techniques

– Fast & Slow– Heavy & Light– Large & Small– High & Low

Rationale– Engage participants– Dramatizing vocabulary

• Aids comprehension• Aids retention

– I used vocabulary from the poem

Page 9: Drama for English Language Learners Wendy K. Mages Harvard Graduate School of Education

Strategy: Character Walk Techniques

– Lead with your head– Lead with your Toes– Lead with one shoulder– Etc.

Rationale– Encourages whole body engagement– Teaches vocabulary for body parts

Page 10: Drama for English Language Learners Wendy K. Mages Harvard Graduate School of Education

Strategy: Greetings Techniques

– Hello• Use just your eyes• Use your head and face• Use your head, face, and voice

– Goodbye• Touch feet• Touch elbows

– Introductions• Formal• Informal

Rationale– Begin collaborative work– Teaches basic greetings in context– Teaches informal and formal introductions

Page 11: Drama for English Language Learners Wendy K. Mages Harvard Graduate School of Education

Strategy: Statues Technique

– Number off by twos– Use your whole body to show me

• Happy• Sad• War (view museum)• Peace (view museum)

Rationale– Engage body in vocabulary development

Page 12: Drama for English Language Learners Wendy K. Mages Harvard Graduate School of Education

Strategy:Group Sculpture Tableaux

Technique– As a group build a sculpture of a word– Sculptures:

• Waiting for Rain• Shocking• Mysterious• Pain

Rationale– Encourage collaboration– Vocabulary development

Page 13: Drama for English Language Learners Wendy K. Mages Harvard Graduate School of Education

Strategy: Word Symphony Technique

– Distribute words from text– Allow students to experience the sound of

the words– Conduct the word symphony

Rationale– Encourage students to explore the sound

of words– Introduces vocabulary from the text

Page 14: Drama for English Language Learners Wendy K. Mages Harvard Graduate School of Education

Strategy: Choral Reading Technique

– Show first stanza of poem– Distribute lines of the poem– Discuss line meaning in small groups– Students collaborate to perform poem

Rationale– Introduces text interpretation– Introduces text performance– Promotes comprehension

Page 15: Drama for English Language Learners Wendy K. Mages Harvard Graduate School of Education

Questions?

Page 16: Drama for English Language Learners Wendy K. Mages Harvard Graduate School of Education

Thanks!