The Role of Drama on Cultural Sensitivity, Motivation and Literacy in a Second Language Context

Bournot-Trites, Monique; Belliveau, George; Spiliotopoulos, Valia; Séror, Jérémie

doi:10.21977/d93110058

Cited by 24 publications

(20 citation statements)

References 27 publications

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“…Based on their observation and students' own evaluation of their learning through drama, both Mcgowan-Rick and Dodson's descriptive documentations of their own classes illustrate how the growth of students' language competence and intercultural understanding can be fostered through drama-oriented L2 pedagogy. Similar findings were also witnessed in Bournot-Trites' et al (2007) mixed-method study that compared the learning outcomes of two French immersion elementary classes engaged in a process drama about French Acadians in Canada. Both classes of similar socio-economic status studied the exact same content (Acadian culture), yet the control group used a traditional teacher-directed approach, whereas the experimental group used a drama-based pedagogical approach.…”

Section: Intercultural Learningsupporting

confidence: 78%

“…Teaching resources, position papers and research studies affirm why and how the integration of drama into L2 classrooms can be advantageous: fostering communication competence, embodied and engaging learning, contextuallysituated interaction, confidence and motivation in learning and using language and deeper engagement with literature, to name a few. However, it seems imperative that more efforts be made by researchers and teachers to undertake systematic, long-term or longitudinal research in order to attain a fuller understanding of the possibilities, challenges, and complexities of second language learning through drama (Sam 1990;Wagner 1998;Paran 2006;Bournot-Trites et al 2007;Gilmore 2007;Even 2008;Stinson & Winston 2011).…”

Section: Resultsmentioning

confidence: 99%

“…Another recommendation is to broaden the research context to include other sites. Most studies reviewed focused on younger learners (e.g., Wilburn 1992;Mcgowan-Rick 1994;Bournot-Trites et al 2007;Dicks & Le Blanc 2009;Early & Yeung 2009;Ziltener 2011) or university classroom contexts (e.g., Kao & O'Neill 1998;Miccoli 2003;Athiemoolam 2006;Donnery 2009;Janudom & Wasanasomsithi 2009). It seems imperative to expand the literature to other educational settings.…”

Section: Resultsmentioning

confidence: 99%

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Drama in L2 learning: A research synthesis

Belliveau¹,

Kim²

2013

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This article closely examines research literature from the last two decades that focuses on the use of drama in L2 learning and teaching. L2 (second language) is used as an umbrella term that refers to any language learned in addition to one’s first language. The authors review on-line teaching resources, position papers, scholarly articles and existing research findings on the impact of implementing drama in L2 learning that were published in English. This review of literature suggests that despite a wide-spread pedagogical interest and scholarly conviction in the possibilities of educational drama in creating a more contextually-situated, engaging, multi-modal, and empowering L2 learning experience, there is still little empirical evidence concerning what is actually taking place in L2 classrooms and how students perceive and react to their learning experiences when drama is introduced. More systematic, long-term research studies are needed to deepen our understanding of the impact of using drama in L2 classrooms on a range of aspects of teaching and learning.

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Section: Intercultural Learningsupporting

confidence: 78%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Drama in L2 learning: A research synthesis

Belliveau¹,

Kim²

2013

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“…Although many have argued that drama activities can serve as a useful supplement to more traditional approaches to teaching (Bournot‐Trites, Belliveau, Spiliotopoulos, & Séror, ; Dodson, ; Heath, ; Kao & O'Neill, ; Maley & Duff, ; Miccoli, ; Ntelioglou, ; Via, ), few have systematically investigated the effectiveness of such approaches.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Drama as an Instructional Approach for the Development of Second Language Oral Fluency, Comprehensibility, and Accentedness

Galante

Thomson

2016

TESOL Q

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Although the development of second language (L2) oral fluency has been widely investigated over the past several decades, there remains a paucity of research examining language instruction specifically aimed at improving this cognitive skill. In this study, the researchers investigate how instructional techniques adapted from drama can positively impact L2 fluency, comprehensibility, and accentednessthree frequently discussed dimensions of L2 speech. Following a pretest-posttest design, the researchers obtained speech samples from 24 adolescent Brazilian EFL learners before and after their participation in a 4-month drama-based English language program. The development of oral skills by this group was compared with that of a parallel group of learners who received 4 months of instruction in a traditional communicative EFL classroom. Thirty untrained Canadian native English speaker raters evaluated randomized recorded L2 speech samples and provided impressionistic scalar judgments of fluency, comprehensibility, and accentedness. Results indicate that drama-based instruction can lead to significantly larger gains in L2 English oral fluency relative to more traditional communicative EFL instruction; comprehensibility scores also appear to be impacted, but with a much smaller effect; accentedness scores do not seem to benefit from one type of instruction over the other. The authors discuss implications for teaching practice. USING DRAMA TO PROMOTE FLUENCY Treatment group: Drama-based EFL program Comparison group: Traditional EFL program Class 1: 5 m M age = 13.8 (range = 13-14) Class 3: 2 f; 3 m M age = 13.6 (range = 13-15) Class 2: 4 f, 4 m M age = 14.6 (range = 13-16) Class 4: 5 f; 1 m M age = 13.3 (range = 12-15) USING DRAMA TO PROMOTE FLUENCY 121

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“…Rose, Parks, Androes and McMahon's (2000) research results support these conclusions. Bournot-Trites, Belliveau, Spiliotopoulos and S´eror (2007) indicate that students in the drama group obtained a significantly higher overall score on composition writing. As for further research on this subject, it is important to pursue observation studies related to learning and teaching processes in class.…”

Section: Conclusion and Suggestionsmentioning

confidence: 87%

Effects of Drama on the Use of Reading Comprehension Strategies and on Attitudes Toward Reading

Güngör¹

2008

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The Role of Drama on Cultural Sensitivity, Motivation and Literacy in a Second Language Context

Cited by 24 publications

References 27 publications

Drama in L2 learning: A research synthesis

Drama in L2 learning: A research synthesis

The Effectiveness of Drama as an Instructional Approach for the Development of Second Language Oral Fluency, Comprehensibility, and Accentedness

Effects of Drama on the Use of Reading Comprehension Strategies and on Attitudes Toward Reading

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