Reflecting on Embodied Experience through an Expert Lens: Drama as a Pedagogic Tool for Developing Academic Language Proficiency in the Middle-Primary School
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| Title: | Reflecting on Embodied Experience through an Expert Lens: Drama as a Pedagogic Tool for Developing Academic Language Proficiency in the Middle-Primary School |
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| Language: | English |
| Authors: | Rafaela Cleeve Gerkens (ORCID |
| Source: | Research in Drama Education. 2024 29(4):600-619. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Drama, Teaching Methods, Elementary School Teachers, Literacy Education, Academic Language, Language Proficiency, Intervention, Teacher Attitudes, Foreign Countries, Role Playing, English Curriculum, English (Second Language), Second Language Learning |
| Geographic Terms: | Australia |
| DOI: | 10.1080/13569783.2023.2288647 |
| ISSN: | 1356-9783 1470-112X |
| Abstract: | This paper reports on a major study which examined how middle-primary teachers (of students aged 8-10) in Australia used drama-rich pedagogy in their literacy programs to support the development of academic language proficiency, a critical element of ongoing student progress in literacy beyond the early years. Despite its proven status as a powerful literacy teaching strategy, drama-rich pedagogy remains underused by teachers. Key findings from a qualitative collective interventionist case study conducted in three schools in Melbourne, Victoria, Australia demonstrate that embodied and role-based experiences can work both individually and in combination to create supportive contexts for academic language development. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1453489 |
| Database: | ERIC |
| Abstract: | This paper reports on a major study which examined how middle-primary teachers (of students aged 8-10) in Australia used drama-rich pedagogy in their literacy programs to support the development of academic language proficiency, a critical element of ongoing student progress in literacy beyond the early years. Despite its proven status as a powerful literacy teaching strategy, drama-rich pedagogy remains underused by teachers. Key findings from a qualitative collective interventionist case study conducted in three schools in Melbourne, Victoria, Australia demonstrate that embodied and role-based experiences can work both individually and in combination to create supportive contexts for academic language development. |
|---|---|
| ISSN: | 1356-9783 1470-112X |
| DOI: | 10.1080/13569783.2023.2288647 |
