PROCESS DRAMA, ICL AND PROCESS DRAMA, ICL AND BEGINNER LANGUAGE BEGINNER LANGUAGE

LEARNERSLEARNERS

AFMLTAAFMLTASYDNEY 2009SYDNEY 2009JULIA ROTHWELL QUTJULIA ROTHWELL QUT

The sessionThe session

►Brief introduction to the project and Brief introduction to the project and process dramaprocess drama

►Workshop: a gallop through some Workshop: a gallop through some strategiesstrategies

►Questions, reflection, discussionQuestions, reflection, discussion

The classroom contextThe classroom context

Julia Rothwell QUT July 2009

Language classrooms:

the "joyless pursuit of parts of speech and correction of 'faulty sentences" (Christie, 2004 p. 149)? Or “agitated and cacophonous dialogic life” (Bakhtin,1981, p.344)

Engaging bodiesEngaging bodies

► To what extent do contemporary language classrooms heed Dewey’s (1916/68) advice "the pupil has a body, and brings it to school along with his mind. And the body is, of necessity, a wellspring of energy; it has to do something" (p. 141)?

► Post compulsory enrolment in language learning in Australia (et al) is tiny. Students make comments such as „...when I was learning German we just sat down and got told what to do“ and „Lessons were all about sitting down and writing“ (PhD data set, 2009)

Model of language for Model of language for researchresearch (Bakhtin, Halliday)(Bakhtin, Halliday)

► A A socialsocial practice which practice which uses a culturally uses a culturally specific system of spoken words and written specific system of spoken words and written symbols for symbols for differentdifferent purposes with purposes with differentdifferent people.people.

► Sense of genre: Field, tenor and mode - Sense of genre: Field, tenor and mode - performance of genres performance of genres

► Language as dynamic across time and space Language as dynamic across time and space ► Language imbued with all that’s gone Language imbued with all that’s gone

before, before, individually and culturally - a ‘heteroglossic individually and culturally - a ‘heteroglossic

cacophony’…cacophony’…Julia Rothwell QUT July 2009

Intercultural literacyIntercultural literacy

► A capacity to reflect on the cultural identities of A capacity to reflect on the cultural identities of self and other, and their relationship to self and other, and their relationship to language, in a critical and refractive way;language, in a critical and refractive way;

► an informed understanding of the nature and an informed understanding of the nature and complexity of the language and behavioural complexity of the language and behavioural choices made in any interaction; choices made in any interaction;

► a consequent skill and confidence in negotiating a consequent skill and confidence in negotiating meaningful interaction with speakers of different meaningful interaction with speakers of different languages and cultural backgrounds….languages and cultural backgrounds….

……with beginnerswith beginners

????

Key elements of research Key elements of research (5)(5)

►Kress & van LeeuwenKress & van Leeuwen: multiple modes: multiple modes►Bakhtin, HallidayBakhtin, Halliday: range of genres, : range of genres,

audience and authentic audience and authentic communicative texts; language as a communicative texts; language as a cultural experience cultural experience

►Carr, O’Toole:Carr, O’Toole: experience experience communication as ‘others’ communication as ‘others’

►Ongoing conversations with students Ongoing conversations with students about language learning and about language learning and engagementengagement

Julia Rothwell QUT July 2009

Process drama:Process drama:‘doing’ difference‘doing’ difference

The process involves:-The process involves:-► Storying: pre-text, scenarios, reactions & Storying: pre-text, scenarios, reactions &

relationshipsrelationships► Multiple roles - varied experiences of field, tenor Multiple roles - varied experiences of field, tenor

and mode -multi-vocal (heteroglossic) and mode -multi-vocal (heteroglossic) ► Cycle of experience: in role then reflection – Cycle of experience: in role then reflection –

intracultural/intercultural intracultural/intercultural (O’Toole, 1993)(O’Toole, 1993) distancedistance

► Critical pedagogy: drama & languages as Critical pedagogy: drama & languages as education for citizenship – reflection around key education for citizenship – reflection around key question related to target question related to target and firstand first language/cultures.language/cultures.

Julia Rothwell QUT July 2009

Process drama: the Process drama: the processesprocesses

Pre-text

Building belief

Enrolment/storyingReflection

Enrolment/storying

Reflection

Research siteResearch site

•Middle class state secondary Middle class state secondary schoolschool•Grade 8 class of 21 students, 3 Grade 8 class of 21 students, 3 with mild with mild learning disabilities, learning disabilities, •Half beginners, half (mixed) Half beginners, half (mixed) primary primary experienceexperience

Research methodologyResearch methodology

► Action research over 2 terms, 3 hours a Action research over 2 terms, 3 hours a weekweek

► Observing teacher Observing teacher ► Process drama focus question:Process drama focus question:

What is it like to leave your home country What is it like to leave your home country forever, to live in a new land using a new forever, to live in a new land using a new

language?language?

Julia Rothwell QUT July 2009

Unit of work: focus Unit of work: focus experiencesexperiences

► Term 1Term 1On board the shipOn board the ship► Give name & age to board shipGive name & age to board ship► Reflect on need for migrants to speak language Reflect on need for migrants to speak language

before arrivebefore arrive► Describe family to strangersDescribe family to strangers► Describe & respond to ship’s conditionsDescribe & respond to ship’s conditions► Organise family photo captions/write postcard/email Organise family photo captions/write postcard/email

homehome► Read, develop story of, and reflect on hardships of Read, develop story of, and reflect on hardships of

voyagevoyage► Pass immigration interview to enter GermanyPass immigration interview to enter Germany

Workshop Workshop (10-35)(10-35)

► Shaun Tan picture; reason for leaving Shaun Tan picture; reason for leaving ► ‘‘Choose’ family identity from ship’s lists (Choose’ family identity from ship’s lists (pre-pre-

texttext) ) ► ““Wie heissen Sie?” (Wie heissen Sie?” (inside - outside circlesinside - outside circles) ) ► (Fill in ticket)(Fill in ticket)► Family photo for govt records – shut eyes-Family photo for govt records – shut eyes-

discuss feelings (discuss feelings (freeze frame, shoulder tap)freeze frame, shoulder tap)► Board ship giving name and age, speaking no Board ship giving name and age, speaking no

English (English (role play, teacher in rolerole play, teacher in role))► Introduction to other family in cabin (Introduction to other family in cabin (role playrole play))► Storm at sea (Storm at sea (storying,storying, freeze frame, shoulder freeze frame, shoulder

tap, soundscape, hot seattap, soundscape, hot seat))

Process drama with beginner Process drama with beginner learnerslearners

Pre-text + vocab building

L1/L2

Building belief + drill language chunks + local context info

L1/L2

Enrolment/storying + build

personal language needs L2

Reflection + drill language L1/ L2

Enrolment/storying + build

personal language needs L2

Reflection + drill Language L1/ L2

List of process drama strategies List of process drama strategies used used

► Pre-textPre-text► Shoulder tap Shoulder tap ► Freeze frameFreeze frame► Teacher in roleTeacher in role► SoundscapeSoundscape► Hot seatHot seat► Gossip millGossip mill► Inside-outside circlesInside-outside circles► Role playRole play► StoryingStorying

Characteristics of process drama which Characteristics of process drama which support intercultural literacysupport intercultural literacy

► Less textbook reliance; students out of desksLess textbook reliance; students out of desks► Links to first language acquisition – purpose Links to first language acquisition – purpose

over form - flexible learning sequences over form - flexible learning sequences ► Wider functions, genres and formsWider functions, genres and forms► Considered use of L1 and L2 – when and for Considered use of L1 and L2 – when and for

whatwhat► Reflection on differences and on connections Reflection on differences and on connections

between language and cultural referents in between language and cultural referents in new new andand first language first language

► Can explore new communicative media – Can explore new communicative media – despite despite school technology limitations school technology limitations (students’ bodies, digital camera, video, (students’ bodies, digital camera, video, Youtube, photostory)Youtube, photostory)

Julia Rothwell QUT July 2009

Questions, commentsQuestions, comments

j.rothwell@qut.edu.auj.rothwell@qut.edu.au

BibliographyBibliography► Bakhtin, M. (1986). Bakhtin, M. (1986). Speech genres and other late essaysSpeech genres and other late essays. Austin: . Austin:

University of Texas Press.University of Texas Press.► Bakhtin, M. M. (1981). Bakhtin, M. M. (1981). The dialogic imaginationThe dialogic imagination. Austin: University of . Austin: University of

Texas Press. Halliday, M. A. K. (1985a). Texas Press. Halliday, M. A. K. (1985a). Spoken and written languageSpoken and written language. . Victoria: Deakin University Press.Victoria: Deakin University Press.

► Carr, J. (1999). From 'sympathetic' to 'dialogic' imagination: Cultural Carr, J. (1999). From 'sympathetic' to 'dialogic' imagination: Cultural study in the foreign language classroom. In J. Lo Bianco, A. Liddicoat & study in the foreign language classroom. In J. Lo Bianco, A. Liddicoat & C.Crozet (Eds.), C.Crozet (Eds.), Striving for the third placeStriving for the third place. Melbourne: Language . Melbourne: Language Australia.Halliday, M. A. K. (1993). Australia.Halliday, M. A. K. (1993). Language in a changing world: Language in a changing world: Occasional paper no 13Occasional paper no 13. Deakin, ACT: ALAA.. Deakin, ACT: ALAA.

► Halliday, M. A. K. (2004). Representing the child as a semiotic being Halliday, M. A. K. (2004). Representing the child as a semiotic being (one who means). In J. A. Foley (Ed.), (one who means). In J. A. Foley (Ed.), Language, education and Language, education and discourse: Functional approachesdiscourse: Functional approaches. London, New York: Continuum.. London, New York: Continuum.

► Halliday, M. A. K. H., R. (1985). Halliday, M. A. K. H., R. (1985). Language, context and text: Aspects of Language, context and text: Aspects of language in a social-semiotic perspectivelanguage in a social-semiotic perspective. Deakin, Victoria: Deakin . Deakin, Victoria: Deakin University Press.University Press.

► O'Toole, J. (1992). O'Toole, J. (1992). The process of drama: negotiating art and meaningThe process of drama: negotiating art and meaning. . London: Routledge.London: Routledge.

Julia Rothwell QUT July 2009