Drama2012

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TESOL-Drama Workshop: Implementing and Evaluating the Facilitation of English Language learning through Drama

Session Outline

Abstract

TESOL-Drama is an eight-year-old community of language/drama practitioners world-wide, coordinated by Gary Carkin and co-moderated by Nigel Caplan, Shin-Mei Kao, Susan Hillyard, Leslie Sapp, Fernanda Molla, Jessica Davis, Holly Dilatush and others. In the TESOL-Drama Workshop, we will explore best practices for integrating the teaching of language through drama, effective uses of drama-based techniques, and methods of assessing the language learned as a result. We collaborate online, ask and answer questions related to teaching and assessing English through drama, and encourage the use of drama-based activities in language teaching.

Objectives

In the course of five weeks, participants will work collaboratively and share in order to:

Be introduced to a basic history of and applications for supporting language development through drama
Become familiar with a variety of process drama conventions and techniques that support language development
Discuss (Q & A), then encourage participants to implement and evaluate drama activities in our respective classrooms, reporting to the full group for reflection
Discuss various ways of assessing language acquisition through drama-based activities
Inter-act through e-mail, text and voice chat

*Weekly chats will be held using Yahoo Group’s Chat to discuss content and pre-defined (by participants) topics, build rapport and create a sense of community, and actively network to expand the use of drama in language teaching

Target Audience

ESL/EFL teachers interested in expanding and sharing their knowledge and practices of the use of drama in the language classroom.

Level

For teachers of beginner through advanced level language learners

Requirements

Having an e-mail account, basic familiarity with browsers, internet access, and navigation. Having a headset for participation in voice chats is desirable.

Interest Section Sponsors

TESOL CALL IS, TESOL-Drama e-group, Speech, Pronunciation and Listening IS

Syllabus

Weekly Outline

Week 1 (Jan 9 - 15, 2012)

Getting acquainted with yahoo groups, netiquette, introductions:

Participants will introduce themselves using a 3-2-1 activity: 3 words, phrases, thoughts or questions you associate with the phrase ‘process drama in language education’, 2 goals/hopes/outcomes you have for this EVO workshop, 1 something you want us to know about yourself!
Week 1 Readings:
Netiquette, a short read on best behavior on the internet,
Basic overview of the use of drama in second language acquisition, and
An introduction to process drama, as related to best practices of building drama in the language classroom (geared toward the teaching settings of registered participants).
First weekly poll question for participants to respond to
Two scheduled ‘live chats’ using Yahoo Group Chats
Optional additional readings available
Optional activities: complete the Database document, upload their photos to the photos section

Week 2 (Jan 16 - 22, 2012)

Explore process drama conventions: introduced, explained, Q & A opportunities: explore the use of such conventions as hot seating, teacher-in-role, conscience alley, improvisation, tableau, and others (particular emphasis on Teacher-in-Role).
Further information will be shared on how to relate the use of process drama activities to linguistic goals (reading, writing, speaking, listening, pronunciation, grammar, all).
One or more scheduled ‘live chats’ using Yahoo Group Chat
Second weekly poll

Week 3 (Jan 23 - Jan 29, 2012)

Q & A continues for all material and discussions introduced in Weeks 1 and 2
Participants will collaborate on developing lesson plan ideas based on an agreed-upon theme – all participants asked to contribute
Encourage participants to implement one or more of the ideas presented, and to share their reflections with the group
Begin discussions on how to evaluate the success of implemented activities, how to assess progress in language acquisition through drama activities
One or more scheduled ‘live chats’ using Yahoo Group Chat
Third weekly poll

Week 4 (Jan 30- Feb 05, 2012)

Participants will have the opportunity to explore various evaluative and assessment tools and modify to create their own assessment designs using the constructed process drama plan as a model – evaluating for oral, listening, reading, writing, other aspects (motivation, self-esteem)
Continuing discussions on how to evaluate implemented activities, how to assess progress in language acquisition through drama activities
One or more scheduled ‘live chats’ using Yahoo Group Chat
Fourth weekly poll

Week 5 (Feb 06 -12, 2012)

Participants will be encouraged to share their ideas, questions, suggestions on all issues raised in Weeks 1 through 4, to continue reporting on their experiences implementing drama activities, drafting their own assessment rubrics, tools, plans
Efforts will be made to schedule four or more ‘live chats’ using Yahoo Group Chat (text and voice), and for all participants to join at least one of these chats
Fifth weekly poll question
Finally, participants will share their assessment of this EVO-Drama_2012 session and offer suggestions to improve for subsequent events

Readings

There will be weekly recommended readings for reflection and discussion, listed in clearly marked folders (“Week 1 Readings” and so on) in the Files section of the Yahoo Group

Join this session

The action starts on Jan 9, 2012.

To join this group:

From January 2 to 8:

Go to: Yahoo Group for Drama_EVO_2012
Request to join the Group
Wait for approval

Note:

When you register for the group, you will have to be approved by the moderator in order to reduce the possibility of "unwanted" members (such as spammers).

Moderators

Gary Carkin

I am a professor of TESOL at the Institute for Language Education at Southern New Hampshire University and I teach in the graduate TEFL program there and also teach teachers in our overseas program at Vietnam National University, Ha Noi,

A passionate believer in the power of drama for language education, my courses include How to Teach English through Drama, How to Teach Pronunciation, Second Language Acquisition, and How to Teach Listening and Speaking. The use of drama underscores all the course approaches. (My bio: http://www.carlislepublications.com/id4.html ) and/or

http://garycarkin.tripod.com/garycarkinphdprofessoroftesolsouthernnewhampshireuniversitymanchesternh/

Trained as an actor, and co-founder (with Nigel Caplan) of TESOL-Drama, I have enjoyed learning with and sharing ideas about the implementation of drama in teaching English since our first TESOL-Drama/EVO Drama Workshop in 2004. I’ve taught in England, Vietnam, and Thailand for extended periods of time and continue to give workshops in Thailand, Taiwan, Vietnam, and the USA on the subject of Teaching English through Drama.

Nigel Caplan

Hallo again, EVO-world. My name is Nigel Caplan, and I am (yet again!) helping with TESOL-Drama's annual EVO workshop. In the real world, I am an assistant professor at the University of Delaware English Language Institute, where I teach academic writing to pre-matriculation graduate students and drama to a wide range of ESL students.

I am also a materials developer. My most recent publications are Q: Skills for Success, Reading/Writing Book 5 (with Scott Roy Douglas, Oxford University Press, 2011) and Step up to the TOEFL iBT (University of Michigan Press). I am currently working on a grammar textbook for graduate and research writers, also for Michigan.

I blog at http://nigelteacher.wordpress.com and believe that nobody should have to listen to me tweeting or twittering.

Susan Hillyard

I'm currently Coordinator of English in Action, a new project, initiated by the Ministry of Education, City of Buenos Aires, Argentina, training 20 teachers to teach English through Drama in Special Education for Inclusion. I've lived and worked as a Teacher, Head of Sector, Director, Teacher Trainer and Educational Consultant in 5 countries and have work experience in 12 more. I've also been an on-line tutor for Net Learning, for The New School, New York, authoring and teaching English in the World for their MA in ELT and La Sabana University in Bogota Colombia. I co-authored a book "Global Issues" for OUP and have published a number articles on ELT. I'm an Associate Trainer for NILE, UK and spent 5 weeks this year doing a Train the Trainers course in China with NILE and the British Council. My main interests lie in teaching English through Creativity and Drama, teacher training, CLIL, teaching Global issues and World englishes. I'll be co-moderating on EVO Drama and will lead a discussion on the EVO YLT SIG session 2012

Leslie Sapp

Leslie Sapp teaches ESOL to adult immigrants in Tucson, Arizona, USA. A veteran creator, performer, teacher, and director of movement-based story theatre, Leslie has a passionate interest in the integration of drama, movement, and storytelling activities into the teaching of ESOL. Leslie holds a BFA from the State University of New York (1983), a CELTA Certificate from Cambridge University (2007), and a Post Graduate Diploma in Drama in Education from Trinity College, Dublin, Ireland. She is currently earning a masters degree in TESL at the University of Arizona.

Fernanda Molla

I’m Fernanda Molla from Argentina. I have been an English and Drama teacher for more than 20 years in the UK, Mexico, Chile, and Argentina.

While I was in Chile, I specialized in Educational Drama, not only to teach English, but all the subjects across the school curriculum. Since then, I have devoted myself to the training of teachers to use drama to activate their classes, generate passion, and convey meaning.

I'll be co-moderating on EVO Drama

Holly Dilatush

A longtime fan of EVO_Drama workshops and advocate for incorporating drama techniques into teaching and learning practices, Holly has been facilitating online ESOL classes for adults for the past three years, using Skype and web-conferencing tools, primarily through EnglishCafe.com/. She also taught for several years at an adult learning center in Virginia, and abroad as a visiting professor in South Korea. A strong believer in the value and benefits of hybrid/blended learning, Holly hopes to find or collaboratively create teaching opportunities blending both face-to-face and online practices.

Shin-Mei Kao