Global ETD Search

71	Drama Pedagogies, Multiliteracies and Embodied Learning: Urban Teachers and Linguistically Diverse Students Make Meaning Yaman Ntelioglou, Burcu 16 December 2013 (has links) Drawing on theoretical work in literacy education, drama education and second language education, and taking account of poststructuralist, postcolonial, third world feminist, critical pedagogy, and intersectionality frameworks, this dissertation presents findings from an ethnography that critically examined the experiences of English language learners (ELLs) in three different drama classrooms, in three different high school contexts. More specifically, this multi-site study investigated two aspects of multiliteracies pedagogy: i) situated practice and ‘identity texts’ (Cummins et al., 2005; Cummins, 2006a) and ii) multimodality and embodied learning by overlaying, juxtaposing, or contrasting multiple voices (Britzman, 2000; Gallagher 2008; Lather 2000) of drama teachers and their students to provide a rich picture of the experiences of ELLs in drama classrooms. The diverse drama pedagogies observed in the three different drama contexts offer possibilities for a kind of cultural production proceeding from language learning through embodied meaning-making and self-expression. The situated practice of drama pedagogies provided a third space (Bhabha, 1990) for the examination of students’ own hybrid identities as well as the in-role examination of the identities of others, while moving between the fictional and the real in the drama work. The exploration of meaning-making and self-expression processes through drama, with attention to several aspects of embodied learning—from concrete, physical and kinesthetic aspects, to complex relational ones—was found to be strategic and valuable for the language and literacy learning of the English language learners. The findings from this study highlight the role of embodied forms of communication, expression and meaning-making in drama pedagogy. This embodied pedagogy is a multimodal form of self-expression since it integrates the visual, audio, sensory, tactile, spatial, performative, and aesthetic, through physical movement, gesture, facial expression, attention to pronunciation, intonation, stress, projection of voice, attention to spatial navigation, proximity between speakers in space, the use of images and written texts, the use of other props (costumes, artefacts), music and dance. The dialogic, collective, imaginative, in-between space of drama allows students to access knowledge and enrich their language and literacy education through connections to the real and the fictional, to self/others, to past and present experiences, and to dreams about imagined selves and imagined communities (Kanno & Norton, 2003). Drama Second Language Education Literacy Education English as a Second Language English as an additional language Identity texts English Language Learners Ethnographic Research Multi-sited Ethnography Applied Theatre Applied Drama ESL ELL Pedagogy Multimodality Multiliteracies Embodied Learning Reading Writing Listening Speaking Linguistic Diversity Situated Practice Critical Framing Third-world feminism poststructuralism postcolonialism critical pedagogy Urban Education High School Students Linguistic and Cultural Diversity 0515 0279 0340 0282
72	Drama Pedagogies, Multiliteracies and Embodied Learning: Urban Teachers and Linguistically Diverse Students Make Meaning Yaman Ntelioglou, Burcu 16 December 2013 (has links) Drawing on theoretical work in literacy education, drama education and second language education, and taking account of poststructuralist, postcolonial, third world feminist, critical pedagogy, and intersectionality frameworks, this dissertation presents findings from an ethnography that critically examined the experiences of English language learners (ELLs) in three different drama classrooms, in three different high school contexts. More specifically, this multi-site study investigated two aspects of multiliteracies pedagogy: i) situated practice and ‘identity texts’ (Cummins et al., 2005; Cummins, 2006a) and ii) multimodality and embodied learning by overlaying, juxtaposing, or contrasting multiple voices (Britzman, 2000; Gallagher 2008; Lather 2000) of drama teachers and their students to provide a rich picture of the experiences of ELLs in drama classrooms. The diverse drama pedagogies observed in the three different drama contexts offer possibilities for a kind of cultural production proceeding from language learning through embodied meaning-making and self-expression. The situated practice of drama pedagogies provided a third space (Bhabha, 1990) for the examination of students’ own hybrid identities as well as the in-role examination of the identities of others, while moving between the fictional and the real in the drama work. The exploration of meaning-making and self-expression processes through drama, with attention to several aspects of embodied learning—from concrete, physical and kinesthetic aspects, to complex relational ones—was found to be strategic and valuable for the language and literacy learning of the English language learners. The findings from this study highlight the role of embodied forms of communication, expression and meaning-making in drama pedagogy. This embodied pedagogy is a multimodal form of self-expression since it integrates the visual, audio, sensory, tactile, spatial, performative, and aesthetic, through physical movement, gesture, facial expression, attention to pronunciation, intonation, stress, projection of voice, attention to spatial navigation, proximity between speakers in space, the use of images and written texts, the use of other props (costumes, artefacts), music and dance. The dialogic, collective, imaginative, in-between space of drama allows students to access knowledge and enrich their language and literacy education through connections to the real and the fictional, to self/others, to past and present experiences, and to dreams about imagined selves and imagined communities (Kanno & Norton, 2003). Drama Second Language Education Literacy Education English as a Second Language English as an additional language Identity texts English Language Learners Ethnographic Research Multi-sited Ethnography Applied Theatre Applied Drama ESL ELL Pedagogy Multimodality Multiliteracies Embodied Learning Reading Writing Listening Speaking Linguistic Diversity Situated Practice Critical Framing Third-world feminism poststructuralism postcolonialism critical pedagogy Urban Education High School Students Linguistic and Cultural Diversity 0515 0279 0340 0282
73	Language and cultural diversity, globalisation, inclusion and the resultant phenomenon of first time literacy acquisition in a second language Snelgar, Elizabeth Claire Gien 11 1900 (has links) Prevailing research presents evidence that links language proficiency to fundamental literacy acquisition. However, when language and literacy acquisition are simultaneous, as is the case with young (4-6 years) English language learners (ELL’s), who acquire literacy in a language not spoken at home in B.C. Canada, the research is limited. The aim of the study was to explore and compare the language and literacy profiles (LLP) of ELL’s and monolingual learners. The normative processes as elucidated in the theoretical frameworks of Bronfenbrenner’s ecosystemic model, Vygotsky’s sociocultural model and the Critical Theory (CT) model informed the comparative framework. In addition, the second language acquisition (SLA) theoretical frameworks purported by Chomsky, Vygotsky and Krashen are elaborated upon. A causal comparative approach to the mixed model research design and a complementary mixed methods approach is applied to the study. The study interactively investigated the cultural and linguistic diversity (CALD) of ELL’s and sought statistically significant differences between the language and literature profiles (LLP) of 25 ELL’s and his/her parent - whose home language is other than English during first time literacy acquisition - and 25 monolingual learners and his/her parent (selected via a simple, purposive, random sample strategy) when English is the language medium used in the inclusive classroom. The qualitative findings delineated the LLP of the ELL’s with regard to CALD, biographic and background details; the quantitative findings, delineated the at risk educationally vulnerable minority by virtue of their limited English proficiency (LEP) and limited emergent literacy and language profile (LLP). The identification of the at risk educationally vulnerable minority, informed the proposed theoretical framework for the study, namely, namely, LLP - Semiotic Scaffolding-From Theory to Practice and the attendant curriculum. Findings are discussed comparatively with the classic and current theoretical frameworks pertaining to child development, language acquisition for both first and second language acquisition (SLA) in addition to globalisation, inclusive education and social justice. The implication of the findings for policy makers, curriculum planners, schools, teachers, classrooms, parents and the learners are discussed. Opportunities for further research are noted. / Psychology of Education / D. Ed. (Psychology of Education) Barriers to learning Cultural and linguistic diversity (CALD) English language learner (ELL) First language (FL) First language acquisition (FLA) Home language environment Inclusive education Limited English Proficiency (LEP) Language literacy profile (LLP) Literacy skills Mixed research design Non official language (NOL) Second language (SL) Special needs 372.652104909711 English language -- Acquisition Second language acquisition Literacy -- British Columbia

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