Research ArticleOpen AccessGoogle Scholar indexed
Language and Reading through Drama: Teachers’ Self-Efficacy
Department of Counseling, Higher Education, and Speech-Language Pathology, University of West Georgia, Georgia, USA
Department of Counseling, Higher Education, and Speech-Language Pathology, University of West Georgia, Georgia, USA
- 1 Department of Counseling, Higher Education, and Speech-Language Pathology, University of West Georgia, Georgia, USA
- 2 Department of Counseling, Higher Education, and Speech-Language Pathology, University of West Georgia, Georgia, USA
Open Journal of Modern Linguistics·Volume 11 (2021)·Pages 703–709·Published 12 July 2021·DOI10.4236/ojml.2021.114055
Copy link · social · email
Abstract
This pilot study examined the effect of drama exposure on preservice teachers’ self-efficacy beliefs regarding the language and reading development of their preschool students. Preservice teachers completed a survey before and after they participated in drama workshops. Results revealed statistically significant differences in pre- to post-ratings of teacher self-efficacy beliefs and attitudes regarding teaching language and reading skills, pointing to the potential impact of drama integration on teacher beliefs, which likely shape future instructional practices.
KeywordsDramaLanguageReadingPreschool ChildrenPreservice Teachers
- Alber, S., & Foil, C. (2003). Drama Activities That Promote and Extend Your Students’ Vocabulary Proficiency. Intervention in School & Clinic, 39, 22-29. https://doi.org/10.1177/10534512030390010301
- Anderson, A. et al. (2019). Dramatic Arts Integration Practices for Learning and Growth across PK-12 Development. The Journal of the Arts and Special Education, 1, 64-104.
- Banarjee, R. et al. (2016). Supporting Sociodramatic Play in Preschools to Promote Language and Literacy Skills of English Language Learners. Early Childhood Education Journal, 44, 299-305. https://doi.org/10.1007/s10643-015-0715-4
- Bandura, A. (1997). Self-Efficacy: The Exercise of Control. Freeman.
- Bodrova, E., & Leong, D. (1996). Tools of the Mind: The Vygotskian Approach to Early Childhood Education. Merrill.
- Cawthon, S., Dawson, K., & Ihom, S. (2011). Activating Student Engagement through Drama-Based Instruction. Journal for Learning through the Arts, 7, 1-28. https://doi.org/10.1007/s10643-015-0715-4
- Diamond, A., & Lee, K. (2011). Interventions Shown to Aid Executive Function Development in Children 4-12 Years Old. Science, 333, 959-964. https://doi.org/10.1126/science.1204529
- Diamond, A., Burnett, S., Thomas, J., & Munro, S. (2007). Preschool Program Improves Cognitive Control. Science, 318, 1387-1388. https://doi.org/10.1126/science.1151148
- Golinkoff, R., Hirsh-Pasek, K., & Singer, D. (2006). Play = Learning: A Challenge for Parents and Educators. In D. Singer, R. Golinkoff, & K. Hirsh-Pasek (Eds.), Play-Learning: How Play Motivates and Enhances Children’s Cognitive and Social-Emotional Growth (pp. 3-12) . Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195304381.003.0001
- Greenfader, C., & Brouilette, L. (2013). Boosting Language Skills of English Learners through Dramatization and Movement. The Reading Teacher, 67, 171-180. https://doi.org/10.1002/TRTR.1192
- Greenfader, C., Brouillette, L., & Farkas, G. (2015). Effect of Performing Arts Program on the Oral Language Skills of Young English Learners. Reading Research Quarterly, 50, 185-203. https://doi.org/10.1002/rrq.90
- Huss, M. et al. (2011). Music, Rhythm, Rise Time Perception and Developmental Dyslexia: Perception of Musical Meter Predicts Reading and Phonology. Cortex: A Journal Devoted to the Study of the Nervous System and Behavior, 47, 674-689. https://doi.org/10.1016/j.cortex.2010.07.010