Abstract
The author explores the transformative potential of using acting, translanguaging, and collaborative devising as tools for linguistic and personal development among English Language Learners (ELLs). Through a reflective narrative of teaching Acting I to ELL students, the paper delves into the challenges and successes encountered in integrating acting, translanguaging, and devising into the curriculum. Emphasizing the symbiotic relationship between acting and language learning, the author discusses how expressive language development, vocabulary acquisition, and enhanced pronunciation skills were cultivated. Additionally, the paper considers the role of translanguaging in creating a supportive and inclusive learning environment, where students' linguistic diversity is celebrated and leveraged as a resource for learning. Through a combination of practical strategies, and personal reflections, the paper underscores the potential of creative pedagogies in empowering ELL students and fostering a sense of belonging in the classroom.
Recommended Citation
Yannacanedo, N. L. (2024). Empowering English-Language Learners through Acting, Translanguaging, and Collaborative Devising. Journal of English Learner Education. (16)1.
Retrieved from https://stars.library.ucf.edu/jele/vol16/iss1/5
Included in
Acting Commons, Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Methods Commons, Language and Literacy Education Commons, Other Theatre and Performance Studies Commons
