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Aboriginal women in education : Honouring our experiences a vision of access to and success within the university
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| 162 |
Academic advising, eh : a profile of undergraduate academic advising at Ontario universities
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| 163 |
Writing with an English as a Second Language (ESL) Student
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In: Undergraduate Review (2012)
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| 164 |
Libya in the modern orientalist world-system: A critical analysis of English Language acquisition (ELA) as a factor in Libya‟s new developmental strategy
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| 165 |
La formation linguistique des professionnels en administration à l'université : ce que nous apprennent les évaluations de programme
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| 166 |
"Let me show you what i'm thinking": the social function of private speech for young children
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| 167 |
Exploring the Use of Auditory and Verbal Strategies and Specific Visual Teaching Systems of Itinerant Teachers of Students who are Deaf and Hard-of-Hearing
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| 168 |
Targeting count and noncount nouns in English through textual enhancement and elaboration tasks: effects on L2 development and text comprehension
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| 169 |
Croyances et pratiques déclarées d'enseignants de la francisation aux adultes à l'égard du vernaculaire dans l'enseignement de la compréhension orale
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| 170 |
Pedagogical Orientations towards the Integration of Language and Content: English Language Learners’ Opportunities to Learn in Mathematics Classrooms
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| 171 |
Drama Pedagogies, Multiliteracies and Embodied Learning: Urban Teachers and Linguistically Diverse Students Make Meaning
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Abstract:
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).
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Keyword:
0279; 0282; 0340; 0515; Applied Drama; Applied Theatre; Critical Framing; critical pedagogy; Drama; ELL; Embodied Learning; English as a Second Language; English as an additional language; English Language Learners; ESL; Ethnographic Research; High School Students; Identity texts; Linguistic and Cultural Diversity; Linguistic Diversity; Listening; Literacy Education; Multi-sited Ethnography; Multiliteracies; Multimodality; Pedagogy; postcolonialism; poststructuralism; Reading; Second Language Education; Situated Practice; Speaking; Third-world feminism; Urban Education; Writing
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URL: http://hdl.handle.net/1807/43403
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| 172 |
Learning Land and Life: An Institutional Ethnography of Land Use Planning and Development in a Northern Ontario First Nation
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| 173 |
Identifying the real and perceived needs of ESL adult learners with limited or no literacy in their L1
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| 174 |
Revealing Our Commonessence: A Collaborative Self-study Involving Choral Music Educators
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| 175 |
La migration pour études : l’expérience de retour des diplômés guinéens dans leur pays d’origine après une formation au Canada
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| 176 |
La politesse dans la communication interculturelle : les stratégies de politesse utilisées par les coréens apprenant le français comme langue seconde lors des situations de demande
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| 177 |
Minding the Gap: Understanding the Experiences of Racialized/Minoritized Bodies in Special Education
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| 178 |
Difficultés d’ordre grammatical rencontrées chez les immigrants adultes allophones dans l’apprentissage du français langue seconde
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| 179 |
"To Overcome" Contexts of Violence: Popular Education and Historical Memory in a Maya Achi Community
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| 180 |
The Heart and Soul of Language Teaching: Making (Inter)connections between Holistic and Second Language Education in the Post-secondary Context
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