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ERIC Number: EJ953247
Record Type: Journal
Publication Date: 2011
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1356-9783
"But Why Do I Have to Take This Class?" The Mandatory Drama-ESL Class and Multiliteracies Pedagogy
Ntelioglou, Burcu Yaman
Research in Drama Education, v16 n4 p595-615 2011
This article seeks to understand the role of drama pedagogy in second/additional language learning with data drawn from a school-based ethnographic study of English language learners taking a drama-English as a Second Language (ESL) course. Being aware that all drama teaching does not automatically lead into improvement in language learning, it carefully explores the experiences of a group of English language learners taking a mandatory drama-ESL class after having passed a proficiency exam. Drawing from her data and from theoretical work in drama education, second language education and postcolonial discourse, the author proceeds to examine two aspects of multiliteracies pedagogy: "situated practice" and "multimodality." One key finding is that, despite initial resistance from the majority of the English language learners about taking this mandatory class, the drama pedagogy used in this classroom drew on students' personal and cultural experiences in the creation of "identity texts" and thereby provided room for a "situated practice" as well as multimodal representations of meaning. This process of creating performance-based "identity texts," the author argues, cognitively engaged students, provided room for "identity investment" and, therefore, despite initial challenges, helped many students with their linguistic and social performances. (Contains 2 figures, 1 table, and 1 note.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A