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Becoming Central: The Participation and Positioning of Seventh-Grade Emergent Bilinguals during Drama-Based Pedagogy.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Becoming Central: The Participation and Positioning of Seventh-Grade Emergent Bilinguals during Drama-Based Pedagogy./
作者:	Troxel Deeg, Megan.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	383 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-11, Section: A.
Contained By:	Dissertations Abstracts International82-11A.
標題:	Middle school education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28492783
ISBN:	9798738620584

Becoming Central: The Participation and Positioning of Seventh-Grade Emergent Bilinguals during Drama-Based Pedagogy.
Troxel Deeg, Megan.

Becoming Central: The Participation and Positioning of Seventh-Grade Emergent Bilinguals during Drama-Based Pedagogy. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 383 p.

Source: Dissertations Abstracts International, Volume: 82-11, Section: A.

Thesis (Ph.D.)--Arizona State University, 2021.

This item must not be sold to any third party vendors.

This interpretive dissertation study draws upon a sociocultural framework to understand what happened when a seventh-grade teacher introduced drama-based pedagogy into her English Language Arts (ELA) classroom to aid emergent bilinguals' participation and positioning within the classroom network of practice. The classroom teacher had little training in best practices for supporting emergent bilinguals and no training in drama-based pedagogical approaches for teaching and learning before she participated in this study. I trained the classroom teacher in these practices and provided guidance and feedback during the implementation of drama-based pedagogy. The following research question guided this investigation: What happens when drama-based pedagogy is introduced into a seventh-grade ELA class to support emergent bilinguals? Twenty-seven students from an urban middle school in the southwestern United States participated in this study. According to the state's English language proficiency exam, three students were identified as English language learners. All three had attended schools in the United States since kindergarten. I conducted classroom observations and interviews with the student and teacher participants to gather data on how emergent bilinguals participated and were positioned during drama-based lessons. Then I analyzed the data corpus using multiple forms of coding, social network analysis, and multimodal interaction analysis. My findings describe the emergent bilinguals' multimodal classroom interactions with their peers and the teacher during drama-based pedagogy. I present excerpts from interview, reflection meeting, and multimodal transcripts to support my analysis of participation and positioning. Based on my findings, I generated five assertions: (1) emergent bilinguals increased their access to academic resources within the peer academic network after engaging in drama-based pedagogy; (2) emergent bilinguals demonstrated moments of resistance and adaptation during drama-based pedagogy; (3) emergent bilinguals' participation during drama-based pedagogy fluctuated between moments of maintaining and becoming certain kinds of students; (4) incorporating drama-based pedagogy into the seventh-grade ELA class required the teacher to preserve time for more traditional ELA practices while also re-envisioning classroom instruction; and (5) students sometimes misinterpreted teacher facilitation as requirements which limited student agency during drama-based pedagogy. The dissertation concludes with implications for research and practice and outlines potential directions for future research.

ISBN: 9798738620584Subjects--Topical Terms:

969762
Middle school education.
Subjects--Index Terms:

Drama-based pedagogy

Becoming Central: The Participation and Positioning of Seventh-Grade Emergent Bilinguals during Drama-Based Pedagogy.
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