T 19 Awakening and Expressive techniques. Dramatization. Group-work. Teaching roles

T 19 Awakening and Expressive techniques. Dramatization. Group-work. Teaching roles

1. 1 Introduction

   • importance of English. Bueno 2019
     • Drama uses language as a key factor that is why is good for learning English
       • introduce the rest of the essay

2. 2. AWAKENING AND EXPRESSIVE TECHNIQUES AS A RESOURCE FOR FOREIGN LANGUAGE LEARNING

   • Awakening techniques enhance social dynamism and interaction. They imply group formation, enhancing social relationships within the groups. These actvs work the kc SCC from the Rd 126/2014 28th frebu and the O ecd/65/2015 21st janu
   • expressive techniques include not only linguistic, but body, rhythmical and musical elements.
   • the inclusion of these non-verbal techniques is justify by Matstumot 2013 where is state the importance of non-verbal communication and Hymes 1972 where it is suggested that communication is not only knowing the words of a language but being able to communicate effectively
   • 2.1 Def of Drama in education
     • drama is the direct involvement of learning by experience.
     • Drama allows students to become active participants in the learning of English and transforms the classroom into a small stage.
   • 2.2.Benefits of using drama techniques
     • drama develops children’s imagination and creativity and this in itself is an excellent purpose for learning. (Maley and Duff, 1982). Moreover, it increases children’s empathy and motivation.
       • Psychological benefits,
     • These techniques improve social integration in class, social dynamism, build confidence in the students and improve the relationship between the teacher and the students.
       • cultural awareness and expression kc could be worked through drama as well
       • Socio-cultural benefits.
     • Drama activities help to reinforce language previously learned. Drama help them improve pronunciation and intonation patterns, as well as fluency.
       • Linguistic benefits
     • the use of these techniques help to develop positive attitudes towards the foreign language, motivate both good and weak students and create a pleasant atmosphere(affective filter hypothesis of Krashen 1982 because if they feel safe they will be opened to learn and not blocked).
       • Pedagogical benefits,
   • 2.3. When and how to use drama techniques
     • they can be perfect complements to the textbook
       • they can be used as warm ups for example when at the beginning of the class we ask Ss to mimic the vocabulary from last class the rest of the Ss need to find out the correct word
         • they can be used in production stage of the lesson when students need to produce language practicing what they have learnt in a quick role-play for instance
           • if we want to do a longer plays we will need to dedicate several lesson to learn the words and to practice the dialogues. we can do one at the of the term or the year
   • 2.4. Problems that the teacher may encounter
     • lack of time, too much noise, lack of space, large classes, the use of their mother tongue
       • the attitude of the teacher needs to be an example, being the first one to do silly actions when it comes the time

3. 3. DRAMATIZATION OF EVERYDAY SITUATIONS, STORIES, HUMOR AND SO ON

   • if think deeply about it in the English class we are doing drama every day when we practice dialogues, we read stories or we write short texts we are alwasy pretending to be someone else or interpreting in one of the 4 skills. Now we will comment some techniques
     • 3.1.Miming
       • mime is a form of entertainment in which a performer plays a character or tells a story without words by using body movements and facial expressions.
         • Our aim here is to develop the skill of non-verbal communication in foreign language “survival” situations. In other words, students learn strategies to use during breakdown in real oral communication. As a consequence, their self-confidence increases because they understand that even if they don't know how to say something they still can communicate
     • 3.2.Drama games
       • A game is an activity with rules, a goal and an element of fun. With drama games, the objective is for the learners to develop communicative skills.
         • Handshakes: learn to introduce themselves
           • Statues: in pairs, S a should tell S b how to pose and they need to obey
         • Early stages: TPR Simon says
     • 3.3.Role plays
       • During role-playing, students take roles and pretend they are someone else in a particular situation.
         • the common sequence that we need to follow is:
           • first we contextualized the situation, telling them what the scene is about
             • second, we explain if they are playing a character or they are just themselves
               • third we will review the linguistic options they will need to reproduce during the role play
                 • there are 2 types of role plays
                   • guided role play essential in early stages
                   • free role plays addressed to older students
     • 3.4 Play reading
       • It is not just reading the text out loud but also to interpret it. This activity is an excellent activity to practice pronunciation and to interiorize the structures learnt.

4. 4. GROUP-WORK FOR CREATIVE TASKS

   • Grouping students is very important. We must decide the way of grouping students according to the activity we want to carry out, the skill we want to develop and the learning stage we are in.
     • the teacher must control that all students participate, which involves motivational aspects and the existence and preparation of tasks, adapted to their interests and characteristics.
       • Harmer (2001) distinguishes 3 main types: whole class, pair work/group work, individual work.
         • whole class
           • this kind of grouping is necessary at the beginning of the lesson to explain children how the lesson is going to be developed and to introduce the language concepts we want to learn in that lesson
         • Pair work and group work
           • are very good methods to practice in a lively way the new learnt item. They encourage oral expression, increase students’ practice and improve personal relationships. Communicative Approach and the Student-centered Approach emphasize the learners’ active participation during the teaching-learning process.
             • several advantages of group work
               • -students have more language practice time -improve personal relationships -they have similarity with real life -increase self-confidence -they are suitable for dealing with diversity within the classroom as they can be carried out at different levels of language proficiency.
         • Individual work
           • Here students work on their own at their own speed. It is mostly used for written work and computer activities. It is good for children because sometimes they need to relax from outside pressure and carry out activities where they rely on themselves.

5. 5. TEACHER’S ROLE

   • Regarding the teacher’s role, we can’t consider their role without thinking first on the students’ role.
     • Learning centred approach states that the teacher needs to be less dominant but not least important. This is why Ss need to be active agents in the teaching-learning process and the Teacher needs to adopt different roles depending on several circumstances as we can see down below
       • Classroom organizers
       • needs analysts
         • monitor, corrector & evaluator
           • D 108/2014 4th of July cv for Valencian schools and Order 89/2014 9th December official documents of evaluation in Valencian schools
             • To sum up, teachers need to be facilitators that help/assist Ss to create meaningful lasting knowledge
       • prompter
       • roblem detectors

6. 6. CONCLUSION

   • Additionally, drama enables the teacher to break free from the textbook and focus on real life, meaningful language, creating a motivating and enjoyable environment. Finally, the teacher has to adopt several roles within a drama session, not just as an organizer or evaluator, but also as an assessor, supplier of resources and manager.

7. 7. BIBLIOGRAPHY

   • Bueno i Torrens, D. (2019). Neurociencia aplicada a la educación.
   • Brewster, J., & Ellis, G. (2008). The Primary English Teacher's Guide.
   • Chauhan, V. (2004). Drama techniques for teaching English.
   • Hymes, D. H. (1972). On Communicative Competence.
   • Merriam-Webster Unabridged Dictionary. (2012).