ESOL in Every Minute of the School Day

Childhood Education, Winter 2004/2005 by Szecsi, Tunde, Giambo, Debra A

Language Arts/Drama

A socio-dramatic play area in the classroom, representing various community settings with ample authentic materials, provides a language-rich environment. Role-play can focus on a language form (e.g., "I would like," "I prefer") or the language used in a type of setting (e.g., post office, library) and could provide information about students' background knowledge. Additionally, students might be asked to script and perform a dramatic representation of a book, also called Reader's Theater (Fountas & Pinnell, 2001). In such situations, students assume a role and communicate in a meaningful context about a common experience. Thus, students are distanced from themselves as learners and speakers, possibly becoming less fearful and more willing to experiment with language and expression (Lozanov, 1982).

Depending on the role-play situation, the potential for language development varies, both in preparation and during play. In preparation for role-playing, language use is extensive in deciding who will move where, what each person will say, describing the situation and setting, and discussing prop use. The use of imperatives, both positive and negative, can be expected to be frequent throughout (e.g., "Go there," "Say this," "Put this on"). Using props increases opportunities for vocabulary use (e.g., "hat," "coat," "basket"). Scripted role-play provides a clear connection with literacy development. Writing the script involves transforming written text to dialogue, and writing, revising, and reading repeatedly. Unscripted role-play, such as a restaurant where a menu with symbols and simple words is used, can promote early literacy development.

Conclusion

While teaching methods, strategies, and activities were separated into distinct content areas for purposes of illustration in this article, it should be noted that each could be used easily within other content areas. Furthermore, these methods, strategies, and activities promote language and literacy development and so can be used to the benefit of not only LEP students, but all students in the classroom. Since, however, the suggestions within this article focus on authentic teaching materials, hands-on activities, and integration with previous knowledge and with language and literacy acquisition, LEP students will clearly benefit from such instruction.

References

Asher, J. (1969). The total physical response approach to second language learning. Modern Language Journal, 53, 3-18.

Bredekamp, S., & Copple, C. (1997). Developmentally appropriate practices in early childhood. Washington, DC: National Association for the Education of Young Children.

Collier, V., & Thomas, W. (1996). Effectiveness in bilingual education. Orlando, FL: National Association of Bilingual Education.

Cummins, J. (1981). Four misconceptions about language proficiency in bilingual education. NABE Journal, 5(3), 31-45.

Fountas, I.C., & Pinnell, G.S. (2001). Guiding readers and writers, grades 3-6: Teaching comprehension, genre, and content literacy. Portsmouth, NH: Heinemann.