Abstract
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.
Recommended Citation
Simpson-Steele, Jamie and Kelin, Daniel A. II
(2012)
"Dramatic Differences: The Power of Playbuilding for Young English Language Learners,"
TAPESTRY: Vol. 4:
Iss.
2, Article 3.
Available at:
https://stars.library.ucf.edu/tapestry/vol4/iss2/3
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Teacher Education and Professional Development Commons