ERIC Number: EJ1047788
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 117
The Influence of Classroom Drama on English Learners' Academic Language Use during English Language Arts Lessons
Anderson, Alida; Loughlin, Sandra M.
Bilingual Research Journal, v37 n3 p263-286 2014
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.
Descriptors: Drama, Teaching Methods, Academic Discourse, Speech Acts, English, Language Arts, Discourse Analysis, English (Second Language), Second Language Learning, Spanish, Elementary School Students, Native Language, Elementary School Teachers, Educational Practices, Educational Research, Educational Policy, Observation, Interviews
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A