Drama Education and Second Language Learning

In recent years the contribution of drama to second language learning has grown internationally as a field of interest to both teachers and researchers. The potential for drama to provide strong social contexts for learning, to provide opportunities for the learner to embody the target language and to motivate students’ desire to communicate have been increasingly recognized as fruitful areas of inquiry. This book provides a brief historical perspective on the development of this interest before presenting a range of examples drawn from recent research projects led by those who are themselves experienced as drama and second language teachers. Drawing on a variety of theoretical perspectives and deploying a range of methodological processes, the chapters present evidence as to how and why drama can impact on student learning in a range of classrooms, from the primary school through to undergraduate level. Focusing on issues such as questioning in role, the professional development of second language teachers interested in using drama, and the role of artistry when applying drama as pedagogy for second language learning, they provide an up to date picture of contemporary practices and an acute analysis of both the possibilities and the challenges facing researchers in the field. This book was originally published as a special issue of Research in Drama Education: The Journal of Applied Theatre and Performance.

Table of Contents:
1. Drama education and second language learning: a growing field of practice and research Madonna Stinson and Joe Winston 2. Questioning techniques for promoting language learning with students of limited L2 oral proficiency in a drama-oriented language classroom Shin-Mei Kao, Gary Carkin and Liang-Fong Hsu 3. Reflections on a primary school teacher professional development programme on learning English through Process Drama Lai-wa Dora To, Yuk-lan Phoebe Chan, Yin Krissy Lam and Shuk-kuen Yvonne Tsang 4. Shakespeare as a second language: playfulness, power and pedagogy in the ESL classroom Astrid Yi-Mei Cheng and Joe Winston 5. Process drama: the use of affective space to reduce language anxiety in the additional language learning classroom Erika Piazzoli 6. Bodies and language: process drama and intercultural language learning in a beginner language classroom Julia Rothwell 7. ‘But why do I have to take this class?’ The mandatory drama-ESL class and multiliteracies pedagogy Burcu Yaman Ntelioglou 8. Not without the art!! The importance of teacher artistry when applying drama as pedagogy for additional language learning Julie Dunn and Madonna Stinson; Abstracts in Spanish and French

About the Author :
Joe Winston is Professor of Drama and Arts Education at the University of Warwick, UK. He has many publications covering a broad spectrum of issues relating to the field of drama and theatre in schools. His most recent books include Beauty and Education (2010) and Second Language Learning through Drama (ed. 2012) both published by Taylor and Francis. Dr Madonna Stinson is Deputy Head of School (Academic) in the School of Education and Professional Studies, Griffith University, Australia. She is internationally regarded for her writings and practice in drama curriculum and pedagogy and, currently, director of publications for Drama Australia. A particular research interest is the impact of drama pedagogy on language learning.