Playful Learning, Playful Teaching

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PLAYFUL LEARNING, PLAYFUL TEACHING: HOW DOES DRAMA BASED AROUND A STORYBOOK SUPPORT THE LEARNING OF CHILDREN SPEAKING ENGLISH AS AN ADDITIONAL LANGUAGE? Module Code: Programme: Post Graduate and Professional Graduate Certificate in Education Submission Date: 7.1.13 Student Name: Samantha Blissett Word Count: 3,738 Contents Abstract 3 Introduction 3 Literature Review 4 Methodology 7 Ethical issues 9 Reliability and Validity 9 Findings 10 Observations 13 Discussion 14 Conclusion 16 Bibliography 17 Abstract Most of the current literature supports using drama to enhance the learning of children, with added benefits to second language learners such as reduced anxiety and an opportunity to take risks with their language (Rieg & Paquette, 2009). This research aimed to understand how children and the class teacher of a small, one form entry primary school in East London, felt about the use of drama in lessons and whether it helps children learning English as an additional language. A case study approach was employed with observations and structured interviews of the children and the teacher. The results of the study indicated that drama can be a highly effective tool that the children enjoy taking part in. However, for this to be the case, the right classroom culture must be created, support and encouragement of the children must be given and a varied curriculum surrounding it’s use provided. Introduction Teachers today face the challenge of educating children that speak English as an additional language (Rieg & Paquette, 2009). Pagett (2006) stated that ‘children from diverse ethnic backgrounds may find themselves caught between two cultures where their identity in each is strongly related to language use’. Using drama around a story could help to provide a child with a good comprehension of the text, therefore helping
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