The Influence of Classroom Drama on English Learners' Academic Language Use During English Language Arts Lessons
Teacher and student academic discourse was examined in an urban arts-integrated school to better understand facilitation of students' English language learning. Participants' discourse was compared across English language arts (ELA) lessons with and without classroom drama in a third-grade...
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| Veröffentlicht in: | Bilingual research journal 2014-09, Vol.37 (3), p.263-286 |
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| container_title | Bilingual research journal |
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| creator | Anderson, Alida Loughlin, Sandra M. |
| description | Teacher and student academic discourse was examined in an urban arts-integrated school to better understand facilitation of students' English language learning. Participants' discourse was compared across English language arts (ELA) lessons with and without classroom drama in a third-grade classroom of English learning (EL) students (N = 18) with Spanish as their home language (L1) and English as their second language (L2). Students used significantly higher rates of L2 academic language forms as measured by linguistically specific and complex literate language features and language-facilitative speech acts during classroom drama, as compared with conventional ELA lessons. The classroom teacher used more dialogic discourse, as measured by increased rates of requestive and responsive speech acts during drama, as compared with conventional ELA lessons. The findings indicate that the contextualization of ELA content through classroom drama contributed to participants' dialogic use of specific and complex academic discourse forms over a conventional ELA setting. The implications of arts-integrated instruction for education practice, research, and policy are discussed. |
| doi_str_mv | 10.1080/15235882.2014.965360 |
| format | Article |
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The implications of arts-integrated instruction for education practice, research, and policy are discussed.</description><subject>Academic Discourse</subject><subject>Academic language</subject><subject>Art education</subject><subject>Classroom communication</subject><subject>Classrooms</subject><subject>Discourse Analysis</subject><subject>Drama</subject><subject>Education policy</subject><subject>Educational Policy</subject><subject>Educational Practices</subject><subject>Educational Research</subject><subject>Elementary education</subject><subject>Elementary School Students</subject><subject>Elementary School Teachers</subject><subject>English</subject><subject>English (Second Language)</subject><subject>English language</subject><subject>English Language Learners</subject><subject>Interviews</subject><subject>Language Arts</subject><subject>Language instruction</subject><subject>Language use</subject><subject>Native Language</subject><subject>Observation</subject><subject>Pedagogy</subject><subject>School Desegregation</subject><subject>Second Language Learning</subject><subject>Second language teachers</subject><subject>Spanish</subject><subject>Spanish language</subject><subject>Speech Acts</subject><subject>Teaching Methods</subject><subject>United States (Mid Atlantic States)</subject><issn>1523-5882</issn><issn>1523-5890</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2014</creationdate><recordtype>article</recordtype><recordid>eNp9UE1PwkAUbIwmIvoPNNnEgydwP9vtyRBAxZB4gfNm2b6WknYXd9sY_r0lFbx5ei9vZt5kJoruCR4TLPEzEZQJKemYYsLHaSxYjC-iwfE8EjLFl-dd0uvoJoQdxkQwGg-i_WoLaGHzqgVrALkcTSsdgneuRjOva42cRXNbVGXYoiVob8GHJzQxOoO6NGipbdHqAtA6AJq1vrTFH_2ETXwTOnEIzobb6CrXVYC73zmM1q_z1fR9tPx8W0wny5FhImlGjJMkzkGKDXAwmeCMZrQbKddxroFKtmExpZITKgUG3KXEOOU0FSTjhqVsGD32f_fefbUQGrVzrbedpSKxoEnCOeYdi_cs412XGnK192Wt_UERrI7dqlO36tit6rvtZA-9DHxpzpL5B8E8SaTs8JceL23ufK2_na8y1ehD5XzutTVlUOxfhx-SfYeq</recordid><startdate>20140902</startdate><enddate>20140902</enddate><creator>Anderson, Alida</creator><creator>Loughlin, Sandra M.</creator><general>Routledge</general><general>Taylor & Francis Inc</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7T9</scope></search><sort><creationdate>20140902</creationdate><title>The Influence of Classroom Drama on English Learners' Academic Language Use During English Language Arts Lessons</title><author>Anderson, Alida ; 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| fulltext | fulltext |
| identifier | ISSN: 1523-5882 |
| ispartof | Bilingual research journal, 2014-09, Vol.37 (3), p.263-286 |
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| language | eng |
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| source | Education Source |
| subjects | Academic Discourse Academic language Art education Classroom communication Classrooms Discourse Analysis Drama Education policy Educational Policy Educational Practices Educational Research Elementary education Elementary School Students Elementary School Teachers English English (Second Language) English language English Language Learners Interviews Language Arts Language instruction Language use Native Language Observation Pedagogy School Desegregation Second Language Learning Second language teachers Spanish Spanish language Speech Acts Teaching Methods United States (Mid Atlantic States) |
| title | The Influence of Classroom Drama on English Learners' Academic Language Use During English Language Arts Lessons |
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