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首页> 外文期刊>Research in Drama Education >Combining drama pedagogy with digital technologies to support the language learning needs of newly arrived refugee children: a classroom case study
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Combining drama pedagogy with digital technologies to support the language learning needs of newly arrived refugee children: a classroom case study

机译：将戏剧教学法与数字技术相结合，以支持新来的难民儿童的语言学习需求：课堂案例研究

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Although significant research has been completed that examines the effectiveness of process drama as a pedagogical approach for developing additional languages and further work has focused on the affordances of digital technologies within drama work, scant attention has been paid to the possibilities which a combination of these approaches might offer. Within this paper we identify these possibilities within a drama-based research project aimed at developing the resilience of newly arrived refugee children. In this series of lessons, the work focused specifically on the role of language as a key aspect of resilience. Based upon a playful, fantasy-based narrative involving a robot who arrives in an English-speaking community but is unable to communicate effectively, the drama and language work intentionally avoided the kinds of responses to resettlement and resilience that apply a deficit model or focus on the challenges of such experiences. Analysis of the data collected across the project reveals that the technology served seven key functions within the process drama. These functions related to language development, information provision, narrative development, identification and the creation of mood. The use of technology also generated opportunities for the children to have agency over their own learning and to create shared experiences with classmates and teachers.View full textDownload full textKeywordsprocess drama, digital technology, refugee resilience, additional languagesRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/13569783.2012.727622
机译：尽管已经完成了重要的研究，以检验过程戏剧作为开发其他语言的教学方法的有效性，并且进一步的工作集中在戏剧工作中使用数字技术，但很少关注将这些方法结合使用的可能性可能会提供。在本文中，我们在一个基于戏剧的研究项目中确定了这些可能性，该项目旨在发展新来的难民儿童的适应能力。在这一系列课程中，这项工作专门针对语言在韧性方面的作用。基于一个有趣的，基于幻想的叙述，其中涉及一个机器人到达说英语的社区，但无法有效沟通的情况，该戏剧和语言作品有意避免了采用赤字模型或着重于对安置和适应力的反应这种经历的挑战。对整个项目中收集的数据的分析表明，该技术在流程中发挥了七个关键功能。这些功能与语言发展，信息提供，叙事发展，识别和情绪创造有关。技术的使用还为孩子们提供了机会，使他们有能力管理自己的学习并与同学和老师分享经验。查看全文下载全文关键字过程戏剧，数字技术，难民抵御能力，其他语言相关var addthis_config = {ui_cobrand：“泰勒＆Francis Online”，services_compact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook，stumbleupon，digg，google，更多”，发布号：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/13569783.2012.727622

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