71787718 Teaching English Through Drama

7/28/2019 71787718 Teaching English Through Drama

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TEACHING ENGLISHTHROUGH DRAMA



“I hear I forget, I listen I remember, I do and I

understand.” (Chinese proverb )



A THEORETICAL

BACKGROUND TO

DRAMA



CONSTRUCTIVIST

LEARNING THEORY



Learning is a social activity => progressive educationrecognizes the social aspect of learning and uses conversation,interaction with others, and the application of knowledge asan integral aspect of learning (Edwards & Mercer, 1987).

Learning is contextual: we do not learn isolated facts andtheories separate from the rest of our lives. (M. Cole & P.Griffin, 1987).

Motivation is a key component in learning. Unless we know “the reasons why”, we may not be very involved in using the

knowledge that may be instilled in us, even by the most severeand direct teaching => we learn so we can interact in real-lifesituations ..



APPROACHES TO ESL

TEACHING



The communicative approach Task-based learning (Ellis)

The natural approach (Krashen)

Cooperative learning (Curran, 1986)

Content and language integrated learning Experiential learning

The total physical response method (Asher, 1986)

Howard Gardner‟s theory of multiple intelligences, all contain

classroom activities which model social situations and trainlearners to achieve concrete goals through interaction.



COMMUNICATIVELANGUAGE TEACHING



“Language is a tool or resource for communicating , rather than

an academic body of knowledge to be mastered”. Dr. DavidNunan

A teacher‟s main role is a facilitator and monitor rather than

leading the class. In other words, the teacher is “the guide by the side” and not “the sage on the stage”.

Lessons are built round situations/functions practical and

authentic in the real world e.g. asking for information,complaining, apologizing, job interviews, telephoning, withthe target grammar “hidden” in the context e.g: a jobinterview using the Present Perfect tense.



Use of songs and games are encouraged and provide a natural

environment to promote language and enhance correctpronunciation

Feedback and correction is usually given by the teacher aftertasks have been completed, rather than at the point of error,thus interrupting the flow

Authentic listening and reading texts are used more often,rather than artificial texts simply produced to feature the targetlanguage

Emphasis on communication and meaning rather thanaccuracy. Being understood takes precedence over correctgrammar. The fine tuning of grammar comes later.



TASK-BASED LANGUAGETEACHING



Definition:

“ A series of tasks in a lesson or unit of work which form a

kind of pedagogical ladder, each task representing a rung onthe ladder, enabling the learner to reach higher and higherlevels of communicative performance”.

Task-based approach observes the following principles:

The authenticity principle: because the tasks are familiar tothe students (eg: visiting the doctor), students are more likely to be engaged, which may further motivate them in theirlanguage learning.

The task dependency principle: the teacher presents languagein the pre-task but the students are ultimately free to use whatgrammar constructs and vocabulary they want =>they use allthe language they know and are learning, rather than just the'target language' of the lesson

Learning by doing => Learner-centered environment



THE NATURAL APPROACHTO ESL TEACHING



The Natural Approach is based on the following tenets:

Language acquisition (an unconscious process developedthrough using language meaningfully) is different fromlanguage learning (consciously learning or discovering rulesabout a language) and language acquisition is the only way

competence in a second language occurs. (Theacquisition/learning hypothesis)

Conscious learning operates only as a monitor or editor thatchecks or repairs the output of what has been acquired. (Themonitor hypothesis)

Grammatical structures are acquired in a predictable order andit does little good to try to learn them in another order.(Thenatural order hypothesis).



People acquire language best from messages that are justslightly beyond their current competence. (The inputhypothesis)

The learner's emotional state can act as a filter that impedes orblocks input necessary to acquisition. (The affective filterhypothesis)

Types of learning techniques and activities :

Familiar activities like command-based activities, situation-based activities, and group-work activities focus on “providing comprehensible input and a classroom environment that cuescomprehension of input, minimizes learner anxiety, andmaximizes learner self-confidence”

Authentic materials, like brochures or maps, as well as visualaids and games are used to facilitate acquisition and to

promote comprehension and real communication.



COOPERATIVE LANGUAGETEACHING



Cooperative Language Learning is based on the idea that secondlanguage learning can be done best in heterogeneous groups,

when all students work collaboratively/ cooperatively for onecommon goal.

It replaces the idea that students have to work competitive and therefore against one another. On thecontrary, it rather supports the idea Vygotski claimed in hisInteraction Hypotheses, which states that “interaction (does)not only facilitates language learning but is a causative force inacquisition “



The basic principal underlying nearly all Cooperative classroomactivities is the Think – Pair - Share method.

Step 1: Think – indicates that every student has to work on theprovided material on their own. This ensures that both weak and strong students get the opportunity to work with theirown speed on the task and try to solve it individually.

Step two: Pair – means that pairs of students have to participateactively and in a second language classroom and this providesthe best opportunity to apply the second language merely as ameans of communication. This way foreign language anxiety

can be prevented, the teacher‟s role being that of facilitatorfor the students.

Step 3: Share – stands for sharing the results with a larger groupof pupils or even the rest of the class.



Cooperative Learning is a relationship in a group of students that

requires:

positive interdependence (a sense of sink or swim together)

individual accountability (each of us has to contribute and

learn) interpersonal skills (communication, trust, leadership, decision

making, and conflict resolution)

face-to-face promotive interaction

processing (reflecting on how well the team is functioning and how to function even better)



CONTENT-BASED

TEACHING



Content-Based Instruction refers to an approach to second

language acquisition that emphasizes the importance of content. Different to other approaches or methods, languagelearning is not centered around the language itself but aroundsubject matters

Nevertheless, the approach aims to develop the students'language and academic skills. These skills are developedunconsciously through the content dealt with and, if the

information delivered through the content is interesting anduseful, learners may acquire the language faster



Within a Content-Based classroom setting, students areactively involved. On the one hand, they are in charge of theirown learning process and their support of others and, on theother hand, they may partly choose content and activities.

Being actively involved and carrying responsibility in a

classroom environment appears to be motivating for someand rather overwhelming to others.

The teacher has to fulfill several roles, such as being a goodlanguage teacher and in addition having an immense

knowledge about the subject matter. In addition, the teacherhas to choose material. If the material is not suitable enough,he or she has to adapt it to the learners' language levels.



EXPERIENTIAL TEACHING



Experiential learning focuses on the learning process for the

individual. An example of experiential learning is going to thezoo and learning through observation and interaction with thezoo environment, as opposed to reading about animals from abook.

It engages the learner at a more personal level by addressing the needs and wants of the individual

An effective experiential facilitator is one who is passionateabout his or her work and is able to immerse participantstotally in the learning situation, allowing them to gain new

knowledge from their peers and the environment created. These facilitators stimulate the imagination, keeping participants hooked on the experience.



Simple games, such as hopscotch, can teach many valuableacademic and social skills, like team management,communication, and leadership. The reason why games arepopular as experiential learning techniques is because of the"fun factor" - learning through fun helps the learner to retain

the lessons for a longer period. It requires qualities such as self-initiative and self-evaluation.

For experiential learning to be truly effective, it should employ the whole learning wheel, from goal setting, to experimenting

and observing, to reviewing, and finally action planning. Thiscomplete process allows one to learn new skills, new attitudesor even entirely new ways of thinking.



APPLIED METHODS OF ESL

TEACHING



TOTAL PHYSICAL

RESPONSE



Total physical response (TPR) is a method developed by Dr. James J. Asher => it relies on the assumption that when

learning a second or additional language, language isinternalized through a process of codebreaking similar to firstlanguage development and that the process allows for a long period of listening and developing comprehension prior to

production. In TPR, teachers interact with students by delivering

commands, and students demonstrate comprehensionthrough physical response. Students are not expected to

respond orally until they feel ready. This strategy involveslittle or no pressure to speak.

It is well suited to teaching classroom language and other vocabulary connected with actions. It can be used to teachimperatives and various tenses and aspects. It is also useful forstory-telling.



DRAMA?!WHAT IS DRAMA?!



Drama is invaluable as a means for developing language skills,encouraging social interaction and group participation andteaching children how to listen and respond appropriately. Itis a multi-sensory tool, which combines listening, speaking,

writing, reading, thinking, exploration, use of the immediateenvironment and the development of physical control.

“Drama pedagogy involves holistic learning through experience and discovery.” It is a teaching method with pedagogic, socio-pedagogic and psychosocial goals and “holistic, creative andaesthetic teaching and learning methods” which also uses role

plays and acting in the classroom.” This method draws on a pupil‟s previous experiences, knowledge

and values and lets them develop them further according toclearly defined objectives.



The pupils receive cues from their teachers who “prompt andencourage communicative and acting out activities as well ascreative processes.” Here, what is important is the process,“acting”, rather than the result or the product.

The use of drama in an English class not only enables Englishteachers to deliver the English language in an active,communicative, and a contextualized way but also equipslanguage teachers with the tools to create realistic situations in

which students have a chance to learn to use the target

language in context.



ELEMENTS OF DRAMA



Drama techniques used in the classroom:

Games

Mime or pantomime Role playing

Improvisation

Simulation

Storytelling

Dramatization

Puppetry

Chants Mime

Songs

Rhymes

Scrip writing

Devising

Reflecting



MULTIPLE INTELLIGENCESTHEORY



Multiple Intelligences in Drama Work



Gardner’s M.I. theory

Students possess an array of skills and can be highly talentedin at least seven distinct areas of mental activity. Suchobservations have been consolidated into Gardner's "MultipleIntelligences" theory



The seven types of

intelligences: Linguistic Intelligence

Logical-Mathematical Intelligence

Musical Intelligence

Intrapersonal Intelligence

Interpersonal Intelligence

Bodily,Kinaesthetic Intelligence

Spatial Intelligence



Uses of intelligences

in Drama:

Intelligence type: Linguistic

Type of drama activity: dialogue, script-writing, using different language registers

Example of activity: Creating a monologue for a character who has to report on an incident to audience



Uses of intelligencesin Drama:

Intelligence type: Logical-Mathematical

Type of drama activity: Thinking and planning the use of space, implications of the actions of characters

Example of activity: Problem solving: how many people willbe needed for this scene?




Intelligence type: Musical

Type of drama activity: Responding to music to createatmosphere for a scene, keeping up a tempo/rhythm insynchronised work, awareness of vocal pitch and tone

Example of activity: Working on a sequence of movementsto keep time with the music/rhythm for a synchronisedsequence.




Intelligence type: Intrapersonal

Type of drama activity:In groups being able to point outhow they respond to a stimulus , as individuals expressing the

inner motivations of themselves in relation to a character Example of activity: During planning – „I think the character

might be feeling … because I would feel….‟



Uses of intelligencesin Drama: Intelligence type: Interpersonal

Type of drama activity: Recognising and responding tostimulus of drama through awareness of moods, atmospheres,feelings, facial expression, body language

Example of activity: Show how a character would enter thesituation if s/he knows that s/he will be accused of stealing the money.




Intelligence type: Bodily – Kinaesthetic

Type of drama activity: Physical abilities – holding postures,creating a variety of gestures, balancing, moving in a variety of

sequences and styles, using mime

Example of activity: Walking and moving in the manner of an old person answering the door.




Intelligence type: Spatial

Type of drama activity: Using space, use of colour forcostumes

Example of activity: How can we show that the General isof a higher status than the ordinary soldiers? (using proxemics)



The seven types of intelligences:

Linguistic Intelligence Logical-Mathematical Intelligence

Musical Intelligence

Intrapersonal Intelligence

Interpersonal Intelligence

Bodily,Kinesthetic Intelligence

Spatial Intelligence



Multiple intelligences:

We respond, individually, in different waysto different kinds of content, such aslanguage or music or other people.



DRAMA?!WHY?!



ESL Drama also teaches children to enunciate their wordsproperly and to project their voices when they speak, helping them to become clear and confident speakers.

Using drama to teach English also helps to improve the

understanding and retention of language. By the time achild has read, rehearsed and acted out a scene focusing onthe phrase "I've forgotten my..." there is little likelihood of everforgetting how to use it in context. The same would not holdtrue if the verb "to forget" had been memorized by heart for a

vocabulary test.



The active participation required in an ESL drama lessoninvolves not only the intellect but also children's imagination and emotions. By encouraging self-expression, dramamotivates children to use language confidently and creatively.

Drama allows children to tap into different learning styles - visual, auditory, kinesthetic and tactile. Hearing the lines,seeing the actions, feeling the props, acting out movementsand using expression all make the lesson a far richer one. By

working through our “experiential” senses the student is nolonger a passive recipient but an active meaning maker



ESL plays are ideal for mixed ability groups. Children whose language skills are still very limited can be given fewer

lines and in addition are given the opportunity tocommunicate using nonverbal cues such as body movementsand facial expressions.

Drama sets realistic targets for the students to aim for

It puts more responsibility on the learner as opposed to theteacher

It has very positive personal benefits (the student developscommunication skills, leadership, team work, compromise,listening skills, presentation skills, responsibility)



DRAMA?!

HOW?!



Although teaching English through drama does not meanteaching drama, sometimes putting on a play is useful andentertaining because it allows for fun and movement during the class, language usage being carefully planned to provideoptimal speaking practice in real life contexts.

The steps of putting on a play:

Pre-teach the vocabulary first => via drama games whichrequire speaking and listening and will make the pupils moreconfident

Teach the key phrases => focus on using those key phrases incontext

Rehearse => when all the children know their parts practiceputting together words, expression and movement



Tips and tricks for putting on a successful performance:

Do not start the show with the play, instead, have pupils sing a group song or two with actions or play some vocabulary games in front of the audience as a warm-up and finish with

the play => this way children have the chance to get used tobeing in front of the audience and all less likely to freeze whenthey say their part

Take a video of the play =>not only everyone will enjoy watching it but is also a powerful feedback tool

Remember that putting on a performance is very importantbecause it allows children to feel the satisfaction of showing their work, and this, in turn, will further foster theirconfidence and willingness to speak in public.



DRAMA?!WHEN?!



When Drama? Where should I insert a drama

activity in my lesson plan?



When should we use

Drama activities?

1) Warmup

2) Introducing a

new topic

3)Reinforcement

4) Breaking

the routine



DRAMA?!

WHERE?!



Where Drama? How should we use space in

the classroom for drama

activities?



Suggestions for using

space

In the classroom: make a particular organised space rearranging desks and

chairs

use of the circle/ circle work

individual space



Suggestions for using

space Circle work:

Seated (especially in moments of confusion or noise)orstanding

Work in pairs or threes in the circle, reestablishing the circle atthe end of each short activity.

It is also useful as a controlling device because everyone canbe seen easily.

By starting with the circle, open up the entire space of theclassroom and make it available



Suggestions for usingspace

Individual space Instruct the children to move slowly out into an area quietly

and find an individual space.

The children will know this in their spot because they wont be

able to touch anyone else. e.g. Encourage pupils to imagine becoming as wide as they can

in their space. Explore other ways of using space such as

being as round or being skinny.



STUDENT

(DE)MOTIVATION



The child's experience of success or failure has a significanteffect on his motivation to learn. If children repeatedly fail,even when they have put a great deal of effort into theirlearning, they are inclined to approach future tasks with anegative attitude.

Using drama as a teaching method with the appropriatechoice of play and roles, there is no reason why all children

cannot experience success. The secret here is to make the

task challenging, but achievable for each child.



The teacher's own enthusiasm also goes a long way towardsmotivating a child. Anyone who has taught a classroom of

children knows how quickly they pick up and reflect yourmoods. If you think your English grammar lesson isboring, so will they!

By using drama as a teaching method and allowing children toexperience language in the simulated reality of a play they will

derive far more fun from the lesson and fun is alwaysmotivating. In addition, chances are they will be considerably more motivated to use the language in similar situations in reallife.

Obviously then, drama techniques motivate children to learnby breaking the monotony of the English class and lifting thetempo as children discuss and act out their roles, learn whatthey are going to say and decide how they are going to say it.



The third major factor concerning a lack of motivation is thechild's need to belong. Watch an apathetic child in the classroomcome alive on the playing fields and play his heart out for histeam. That is where he feels he fits in, his talents are respectedand he is part of the team.

In a drama lesson all children are equally and actively involved,each role is essential for the successful performance of the play.

A sense of belonging can be achieved here that is difficult toattain in the more traditional classroom setting.



Another important motivational factor, related to success, isself-confidence. As children become familiar with their linesin a play, they become more confident in their use of language.

Even timid children, who generally withdraw from groupactivities and are shy about talking English in front of theirfriends, will often come out of their shells when given a role

which they are capable of handling.



Role-playing comes naturally to children, especially theyounger ones and when playing a role they easily shed theirshyness and inhibitions. As they discover that they can beanything, just by pretending, children grow in self-esteem.

In fact the power of the persona is such that children whomight otherwise be hesitant about speaking in public are oftenable to do so unselfconsciously when playing a part.



DRAMA IN…MUSIC



Music and language work very well together. Singing is anexcellent way for children to learn and memorize words andphrases and to develop familiarity with the sounds andstructure with the language.

Music helps children to respond to the ranges in the tone,pitch and expression in the voice

Music encourages children to listen carefully and concentrate

hard on small details of pronunciation, stress and rhythm inthe context of a song or rhythm activity



Music can also help the children to recognize the structure of stories and poems to sequence ideas.

Through music, they learn to use the qualities of soundseffectively to create musical pictures and to express theirfeelings

Through rehearsing and musical performances in a range of contexts, children develop self-confidence in both speaking and performing with control and expressiveness.



What opportunities are there for language learning?

If you use music in your classroom, children will have theopportunities to learn language from four different sources of input:

General classroom management and the instructions you give

The language used to set up the music activity itself, to attainthe music aims and lead to musical performance

The words and phonological features of the songs, rhymes,chants, stories and mini-dialogues

Further development of specific language features and topic

themes These four sources offer rich and varied exposure to English

and give opportunities for children to gradually begin using itby themselves

Children like imitating and learning things by heart



Managing your class for English

Music lessons can be noisy and sometimes children need tomove about

Always sit or stand with the children in a a classroom

arrangement that allows you to make eye contact witheveryone

Make sure that any instruments and sound-makers you mightuse are ready at the start of the lesson

Develop strategies for sound control rather than using your voice too loudly. Use hand gestures for stopping and starting and when counting in and out. At the start of any performance and rehearsal, make sure there is silence



Points to remember!!!

Sing the song exactly how you want the children to sing –

cheerfully, clearly and not too fast. They will copy exactly how you do it, so if you are tentative they will be too.

Not all young children will be physically able to sing in tuneyet. It doesn‟t mean they are unmusical. Just help them tokeep trying till they improve.

Young voices are likely to be higher in pitch than your own.Sing the song fairly high.

Singing entirely unaccompanied is good for developing voices.It helps them to hear more accurately what they are singing than is instruments are playing as well.

Starting and stopping together are important. Before you start,sing the first note you have chosen to start on clearly, andcount the children in.

Standing or sitting upright on chairs is preferable to sitting onthe floor. It helps everyone to breathe properly.



Finally

The three most important things are:

To use the musical activity to generate opportunities tointeract with the children in English

To encourage children‟s language and music development by

being positive

To make sure you all enjoy making music



EXCUSES,EXCUSES, EXCUSES…



Plays look like too much fun, where‟s my textbook?! Learning English should be laborious and hard work!

The children will make too much noise and I won‟t be able tocontrol their every word and move!

I don‟t have time for that, I‟ve got 26 units to get through thisterm!

I can‟ t use plays to teach English because I can‟t act!



Conclusions

Drama is a part of everyday life. We are surrounded by the

visual image, it grabs our interest and it shouldn‟t be one more

thing we need to include in our lesson plan, but a way of facilitating the teaching of English, keeping in mind that withdrama we have the infallible fun factor on our side

Newspaper articles, favourite films or characters from soapoperas, they can all be used to prompt discussion or creative

writing in an interesting and relevant way for our students

Stories are told, heard and repeated every day, both real andimaginary so how about telling our own story to the world?...



USEFUL SITES

• http://www.esl4kids.net/games.html

• http://www.eslkidstuff.com/gamesmenu.htm

• http://www.english-4kids.com/ games.htm

• http://www.songsforteaching.com/esleflesol.htm

• www.britishkodalyacademy.org

• www.LMPi.co.uk

• www.name.org.uk

• www.naxosmusiclibrary.com

• www.womad.org/



Instead of goodbye…

The play is over the curtain has



The play is over, the curtain has

fallen…but YOU shouldn‟t forget

to play! We‟ve heard that ” The

true object of all human life is play.

Earth is a task garden; heaven is a playground”.

SO…PLAY ON!

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71787718 Teaching English Through Drama