Using Drama for Teaching Language in ESL Classrooms Integrating Multimedia Tools: Issues and Challenges
Article Sidebar
Main Article Content
Abstract
Drama in language learning and teaching gives us a lot of choices from the space of multimedia like Computers, CALL, Internet, T.V. Audiotapes, CD, Audio-Visual Aids, Radio, Power Point and so on. Utilizing Drama in teaching, particularly in teaching ESL provides a number of advantages. Drama can be coordinated into language classrooms viably to accomplish communicative purpose by incorporating the four basic language skills. Multimedia integration in the second language curriculum and its implementation in the classroom poses a number of challenges which refer the way multimedia tools and task affect language learning as well as learners’ general cognitive, emotional, social and moral development. Using these multimedia tools to create a context for teaching English has many advantages. Drama is significant in enhancing learner’s confidence, creativity, motivation in learning but integrating multimedia tools comprises numerous challenges for the teacher. The nature of classrooms and the role of the teacher has changed a lot as compared to the early 90s. The world of information technology has affected the classroom scenario too. As the switch between behaviorist to cognitivist so traditional to modern approach has changed the entire method and techniques of teaching learning scenario. This paper aims to explore how Drama can be used effectively and interactively to encourage learners to learn English as a second language with the integration of multimedia tools and what are the major issues and challenges in the real classroom situation that a teacher has to face. It also aims that how the English language can be taught with the help of multimedia tools in the classroom to develop learners’ knowledge of the language.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
American Council on the Teaching of Foreign Languages (ACTFL). (2013) Role of technology in language learning. Retrieved on 22 November 2014 from
http://www.actfl.org/news/position-statements/role-technology-language learning.
Bas, G. Integrating multiple intelligences in ESL/EFL classroom. The Internet TESL Journal, 5. Retrieved from http://iteslj.org/Techniques/BasIntegratingMultipleIntelligences.html (2008, May).
Eaton, S. E. “Global trends in language learning in the twenty-first century.” Calgary, Canada: Onate Press, 2010. Print.
Holden, Susan. Drama in Language Teaching. Essex: Longman, 1981. Print
Maley, Alan, and Alan Duff. Drama Techniques in Language Learning: A Resource Book of Communication Activities for Language Teachers (2nd Edition). Cambridge: Cambridge University Press, 1983. Print
Maley, Alan& Alan Duff. Drama Techniques in Language Learning: A Resource Book of Communication Activities for Language Teachers. (3rd Edition). Cambridge: Cambridge University Press, 2005. Print
Maley, Alan, and Alan Duff. Words! Cambridge. Cambridge University Press, 1982. Print.
Sahni, Geeta. CTET Language I, English and its Pedagogy. India: Pearson Education India, 2016. Print.
Schiller, J. “Drama for at-risk students: a strategy for improving academic and social skills among public middle students.”Dominican University of California, Unpublished Master’s Thesis.2008. Print.
Sharif, M. Y. “Communicative approach: An innovative tactic in English language teaching.”Journal of Education and Practice. 3(4) (2012): 64-70.Web 15 November 2016.
Warschauer, M. & Meskill, C. Ed(s) Technology and Second Language Learning. In J.Rosenthal (Ed.), Handbook of Undergraduate Second Language Education. Mahwah, New Jersey: Lawrence Erlbaum. (2000).p.303-318. Print.
Zhanghongling. “The development tendency of the modern foreign language teaching and the computer assisted instruction. Computer- Assisted Foreign Language Education” 3 (2000). Web. 02 January 2018.