Playing with Possibilities: Drama and Core French in the Montessori Elementary Classroom in British Columbia, Canada

Author:

Göksel Eva1

Affiliation:

1. Pädagogische Hochschule Zug

Abstract

French as a Second Language (FSL) is not often a popular subject among Canadian elementary and high school students. Negative attitudes and low motivation for learning French contribute to attrition at the high school level. In this article, an alternative teaching approach is applied to the Canadian FSL context at the elementary school level in the province of British Columbia. This action research study conducted in 2010 investigated the outcomes of using a drama-based approach to instruct Core French to 12 year-old students at a Montessori elementary (public) school in British Columbia, Canada. Ten students worked with a teacher/researcher twice a week over a six-week period, using drama strategies and improvisational activities to practice and improve their French language and literacy skills. The use of drama strategies proved motivational for the students who participated with enthusiasm and expressed a desire to continue learning French through drama. The action research approach allowed the students a greater degree of autonomy as their feedback was used to develop lesson content. Engagement in their own learning contributed to improved student attitudes towards attending French class. Ways of further implementing this teaching approach in elementary classrooms needs to be the subject of future research.

Publisher

University College Cork

Reference42 articles.

1. BC Ministry of Education (2001). Implementation Information for Teachers of Core French 5-12. Victoria, British Columbia: BC Ministry of Education

2. BC Government Website (2018). https://www2.gov.bc.ca/gov/content/education-training/administration/legislation-policy/glossary#Core_french [last accessed October 25, 2018]

3. Booth, David (1998): Language Power Through Working in Role. In: Wagner, Betty Jane (ed.): Educational Drama and Language Arts: What Research Shows. Portsmouth, NH: Heinemann, 57-76

4. Bournot-Trites, Monique; Belliveau, George; Spiliotopoulos, Valia & Séror, Jérémie (2007): The Role of Drama on Cultural Sensitivity, Motivation and Literacy in a Second Language Context. In: Journal for Learning through the Arts 3/1, 9, 1-35.http://escholarship.org/uc/item/4v108410 [last accessed October 31, 2018]

5. Bräuer, Gerd (2002): Body and Language. Intercultural Learning Through Drama (Vol. 3). Westport, CT: Ablex Publishing

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1. Setting the stage: designing effective professional development in improvisational drama techniques for foreign language teachers;Research in Drama Education: The Journal of Applied Theatre and Performance;2023-02-06

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