Through a combination of anecdotal stories, the findings of a qualitative evaluative study and overview of experiential activities, this article outlines how a group of 4th and 5th grade English Language Learners benefited from a drama-based project focused on building student confidence, collaborative and communicative skills and facility with drama processes to engage interest and stimulate a sense of investment with the ELL participants. A portion of the article focuses on one participant who experienced a particularly intriguing journey that stimulated both discoveries and questions about the drama program.
Simpson-Steele, Jamie and Kelin, Daniel A. II
"Dramatic Differences: The Power of Playbuilding for Young English Language Learners,"
TAPESTRY: Vol. 4
, Article 3.
Available at: http://stars.library.ucf.edu/tapestry/vol4/iss2/3
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