ABSTRACT

Drama is becoming increasingly valued in the context of additional language learning.

Representing knowledge in multiple modes has been shown to support diverse students. The use of drama can enhance meaning and comprehension for language learners as it enlists the voice and body as additional semiotic tools. Sociocultural theory provides a framework for understanding this dynamic, as does the work of Kress and Jewitt in multimodal communication. This article reports on a hermeneutic phenomenological study centring of three English as an additional language or dialect (EAL/D) students during weekly Year 1 literacy classes where drama was used. The setting was a high diversity primary school in Western Sydney. In keeping with the research method, participants’ lived experiences were sought, and narrative interpretations were used to represent the collected data. The findings indicated that drama provided both multimodal comprehension support and increased sociocognitive motivation for the participants during these sessions.

摘要

在额外的语言学习背景下，戏剧正变得越来越受到重视。

以多种模式表示知识已被证明可以支持不同的学生。戏剧的使用可以增强语言学习者的意义和理解力，因为它可以将声音和身体作为额外的符号工具。社会文化理论为理解这种动态提供了一个框架，就像 Kress 和 Jewitt 在多模式交流中的工作一样。本文报道了一项以三名英语作为附加语言或方言 (EAL/D) 学生在每周使用戏剧的一年级识字班上进行的诠释学现象学研究。背景是西悉尼的一所高度多样化的小学。与研究方法保持一致，参与者的生活经历被寻求，并使用叙事解释来表示收集的数据。