View in EDS

Reflecting on Embodied Experience through an Expert Lens: Drama as a Pedagogic Tool for Developing Academic Language Proficiency in the Middle-Primary School

Saved in:
Bibliographic Details
Title: Reflecting on Embodied Experience through an Expert Lens: Drama as a Pedagogic Tool for Developing Academic Language Proficiency in the Middle-Primary School
Language: English
Authors: Rafaela Cleeve Gerkens (ORCID 0000-0001-7351-4713), Richard Sallis (ORCID 0000-0001-7461-9453), Annemaree O'Brien (ORCID 0000-0002-8323-7817)
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1453489
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Reflecting on Embodied Experience through an Expert Lens: Drama as a Pedagogic Tool for Developing Academic Language Proficiency in the Middle-Primary School
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Rafaela+Cleeve+Gerkens%22">Rafaela Cleeve Gerkens</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7351-4713">0000-0001-7351-4713</externalLink>)<br /><searchLink fieldCode="AR" term="%22Richard+Sallis%22">Richard Sallis</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7461-9453">0000-0001-7461-9453</externalLink>)<br /><searchLink fieldCode="AR" term="%22Annemaree+O'Brien%22">Annemaree O'Brien</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8323-7817">0000-0002-8323-7817</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Research+in+Drama+Education%22"><i>Research in Drama Education</i></searchLink>. 2024 29(4):600-619.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 20
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Drama%22">Drama</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Language%22">Academic Language</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Role+Playing%22">Role Playing</searchLink><br /><searchLink fieldCode="DE" term="%22English+Curriculum%22">English Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/13569783.2023.2288647
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1356-9783<br />1470-112X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1453489
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1453489
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/13569783.2023.2288647
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 600
    Subjects:
      – SubjectFull: Drama
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Academic Language
        Type: general
      – SubjectFull: Language Proficiency
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Role Playing
        Type: general
      – SubjectFull: English Curriculum
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Australia
        Type: general
    Titles:
      – TitleFull: Reflecting on Embodied Experience through an Expert Lens: Drama as a Pedagogic Tool for Developing Academic Language Proficiency in the Middle-Primary School
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Rafaela Cleeve Gerkens
      – PersonEntity:
          Name:
            NameFull: Richard Sallis
      – PersonEntity:
          Name:
            NameFull: Annemaree O'Brien
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 1356-9783
            – Type: issn-electronic
              Value: 1470-112X
          Numbering:
            – Type: volume
              Value: 29
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Research in Drama Education
              Type: main
ResultId 1