The Influence of Classroom Drama on English Learners' Academic Language Use during English Language Arts Lessons.

摘要: Teacher and student academic discourse was examined in an urban arts-integrated school to better understand facilitation of students’ English language learning. Participants’ compared across arts (ELA) lessons with without classroom drama a third-grade learning (EL) students (N = 18) Spanish as their home (L1) second (L2). Students used significantly higher rates L2 forms measured by linguistically specific complex literate features language-facilitative speech acts during drama, conventional ELA lessons. The teacher more dialogic discourse, increased requestive responsive findings indicate that the contextualization content through contributed participants’ use aca...