期刊
RIDE-THE JOURNAL OF APPLIED THEATRE AND PERFORMANCE
卷 -, 期 -, 页码 -出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/13569783.2023.2288647
关键词
Drama-rich pedagogy; process drama conventions; literacy; academic language; colonisation
This paper reports on a major study that examines how middle-primary teachers in Australia use drama-rich pedagogy in their literacy programs to support the development of academic language proficiency. The study found that embodied and role-based experiences can be used individually or in combination to create supportive environments for academic language development.
This paper reports on a major study which examined how middle-primary teachers (of students aged 8-10) in Australia used drama-rich pedagogy in their literacy programs to support the development of academic language proficiency, a critical element of ongoing student progress in literacy beyond the early years. Despite its proven status as a powerful literacy teaching strategy, drama-rich pedagogy remains underused by teachers. Key findings from a qualitative collective interventionist case study conducted in three schools in Melbourne, Victoria, Australia demonstrate that embodied and role-based experiences can work both individually and in combination to create supportive contexts for academic language development.
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