Drama for English Language Learners Wendy K Mages

Drama for English Language Learners Wendy K. Mages Harvard Graduate School of Education

Drama & Language Theory n “Being ‘exposed’ to a flow of language is not nearly so important as using it in the midst of doing” (Bruner, 1990, p. 70) Research n 3 Meta-Analyses indicate drama does affect language development (Conard, 1992; Kardash & Wright, 1987; Podlozny, 2000)

Why is Drama Beneficial for Language Acquisition? n Provides n Drama a context for language use simultaneously engages the mind, the body, and the emotions

First Stanza of the Poem There were a few dozen who occupied the field across the road from where we lived, stepping all day from tuft to tuft, their big heads down in the soft grass, though I would sometimes pass a window and look out to see the field suddenly empty as if they had taken wing, flown off to another country.

A “Taste” of Drama n Sample a number of drama strategies n Experience what it is like to be a student in a drama class

Drama Teaching Techniques n Freeze – Ensures safety of participants n Side Coaching – Listen to the words I use – I will try to coach you with my voice n No Right or Wrong – Creates safe environment for exploration – Encourages participation

Strategy: Walk About n Techniques – Fast & Slow – Heavy & Light – Large & Small – High & Low n Rationale – Engage participants – Dramatizing vocabulary • Aids comprehension • Aids retention – I used vocabulary from the poem

Strategy: Character Walk n Techniques – Lead with your head – Lead with your Toes – Lead with one shoulder – Etc. n Rationale – Encourages whole body engagement – Teaches vocabulary for body parts

Strategy: Greetings n Techniques – Hello • Use just your eyes • Use your head and face • Use your head, face, and voice – Goodbye • Touch feet • Touch elbows – Introductions • Formal • Informal n Rationale – Begin collaborative work – Teaches basic greetings in context – Teaches informal and formal introductions

Strategy: Statues n Technique – Number off by twos – Use your whole body to show me • • Happy Sad War (view museum) Peace (view museum) n Rationale – Engage body in vocabulary development

Strategy: Group Sculpture Tableaux n Technique – As a group build a sculpture of a word – Sculptures: • • Waiting for Rain Shocking Mysterious Pain n Rationale – Encourage collaboration – Vocabulary development

Strategy: Word Symphony n Technique – Distribute words from text – Allow students to experience the sound of the words – Conduct the word symphony n Rationale – Encourage students to explore the sound of words – Introduces vocabulary from the text

Strategy: Choral Reading n Technique – Show first stanza of poem – Distribute lines of the poem – Discuss line meaning in small groups – Students collaborate to perform poem n Rationale – Introduces text interpretation – Introduces text performance – Promotes comprehension

Questions?

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