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Revue Ouverte d’Intelligence Artificielle
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In: Revue Ouverte d'Intelligence Artificielle ; https://hal.archives-ouvertes.fr/hal-02933273 ; Revue Ouverte d'Intelligence Artificielle, Association pour la diffusion de la recherche francophone en intelligence artificielle, 2020, Revue Ouverture d'Intelligence Artificielle, 1 (1), pp.43-70 ; https://roia.centre-mersenne.org/ (2020)
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| 7 |
An Ontology of Chinese Ceramic Vases
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In: 12th International Conference on Knowledge Engineering and Ontology Development ; https://hal.archives-ouvertes.fr/hal-03134730 ; 12th International Conference on Knowledge Engineering and Ontology Development, Nov 2020, Budapest, France. pp.53-63, ⟨10.5220/0010110600530063⟩ (2020)
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| 8 |
Étude comparative de deux méthodes outillées pour la construction de terminologies et d’ontologies
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In: Collection Terminologica ; Terminology & Ontology: Theories and applications ; https://hal.archives-ouvertes.fr/hal-02904475 ; Terminology & Ontology: Theories and applications, Christophe Roche, Jun 2020, Le Bourget du Lac, France ; http://toth.condillac.org/ (2020)
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| 9 |
Getting them back to class: A project to engage refugee children in school using drama pedagogy
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Abstract:
The paper presents aspects of a drama based six months’ project with refugee children during their first period of schooling in Greece. The project aimed to investigate whether drama sessions could facilitate second language learning, strengthen children’s participation in classroom communication and enhance interaction among pupils and teachers with few shared language resources in an attempt to provide them with positive experiences. Drama strategies were used to provide a joyful and welcoming environment and boost children’s communication skills. In most cases, drawing and painting, music and art were also used to support the drama activities. According to the research results, the children made use of various linguistic and non-linguistic resources (mother tongue, English, Greek, gestures, facial expressions, body movements, eye contact etc.) for interaction and self-expression and they developed positive feelings towards their classmates, their tutors and schooling. The language, which was produced through drama, was employed within a social context and was appropriate to the specific participants, setting and topic. Thus, the students were engaged in purposeful and meaningful communication. The findings from this case study highlight the beneficial effect of drama pedagogy on refugee children’s second language learning and on their socialization in the school environment.
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Keyword:
Communiction skills; Drama pedagogy; Literacy through drama; Performative language teaching; Refugee children; Second language learning
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URL: http://hdl.handle.net/10468/10976
https://doi.org/10.33178/scenario.14.2.3
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