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Exploring Critical Intercultural Language Pedagogy Through Process Drama.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring Critical Intercultural Language Pedagogy Through Process Drama./
作者:	Nilson, Jenna Michelle.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	114 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
Contained By:	Dissertations Abstracts International83-02A.
標題:	Theater. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28543221
ISBN:	9798538105502

Exploring Critical Intercultural Language Pedagogy Through Process Drama.
Nilson, Jenna Michelle.

Exploring Critical Intercultural Language Pedagogy Through Process Drama. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 114 p.

Source: Dissertations Abstracts International, Volume: 83-02, Section: A.

Thesis (M.F.A.)--Arizona State University, 2021.

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

Through engaging aspects of a Youth Participatory Action Research methodology (YPAR), this project focuses on how critical intercultural language pedagogy impacts how and what methods of performative language teaching drama and language practitioners employ in the English as an Additional Language Class. Methods used to explore performative language teaching with language-minoritized students must work to disrupt hegemonic power structures and to further justice-based rather than deficit-based language teaching practices. This discussion informed residency work at schools in Phoenix, Arizona with two groups of emergent bilingual students in middle school years six through eight. Process Drama served as the performative approach to explore a topic decided on by the participants surrounding "The future of...?" The research methods included video-recording, post-session focus groups, an end-of-project questionnaire, and a teacher-research journal used to document the participants' intercultural learning as well as how the project aligned with key aspects of critical language pedagogy. Process Drama explored through a YPAR approach can center student enjoyment, sharing, and interest in the topic as a way to encourage participation and communication in the target language. However, in order to effectively engage critical intercultural language pedagogy with the preceding format, whether in-person or online, teacher-researchers also need to consider how the performative methods and collaboration framework themselves build trust with students and collaborators, include time to get to know students, employ language scaffolding and open space for participants to use their first language, offer adaptability and differentiation, and incorporate a reflection on difference when sharing perspectives.

ISBN: 9798538105502Subjects--Topical Terms:

522973
Theater.
Subjects--Index Terms:

Critical education

Exploring Critical Intercultural Language Pedagogy Through Process Drama.
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