Getting them back to class: A project to engage refugee children in school using drama pedagogy

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dc.contributor.authorVitsou, Magda
dc.contributor.authorPapadopoulou, Maria
dc.date.accessioned2021-01-27T10:02:09Z
dc.date.available2021-01-27T10:02:09Z
dc.date.issued2020
dc.description.abstractThe paper presents aspects of a drama based six months’ project with refugee children during their first period of schooling in Greece. The project aimed to investigate whether drama sessions could facilitate second language learning, strengthen children’s participation in classroom communication and enhance interaction among pupils and teachers with few shared language resources in an attempt to provide them with positive experiences. Drama strategies were used to provide a joyful and welcoming environment and boost children’s communication skills. In most cases, drawing and painting, music and art were also used to support the drama activities. According to the research results, the children made use of various linguistic and non-linguistic resources (mother tongue, English, Greek, gestures, facial expressions, body movements, eye contact etc.) for interaction and self-expression and they developed positive feelings towards their classmates, their tutors and schooling. The language, which was produced through drama, was employed within a social context and was appropriate to the specific participants, setting and topic. Thus, the students were engaged in purposeful and meaningful communication. The findings from this case study highlight the beneficial effect of drama pedagogy on refugee children’s second language learning and on their socialization in the school environment.en
dc.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationVitsou, M. and Papadopoulou, M. (2020) 'Getting them back to class: A project to engage refugee children in school using drama pedagogy', Scenario: A Journal for Performative Teaching, Learning, Research, XIV(2), pp. 42-59. https://doi.org/10.33178/scenario.14.2.3en
dc.identifier.doihttps://doi.org/10.33178/scenario.14.2.3
dc.identifier.endpage59
dc.identifier.issn1649-8526
dc.identifier.issued2
dc.identifier.journalabbrevScenarioen
dc.identifier.journaltitleScenario: A Journal for Performative Teaching, Learning, Researchen
dc.identifier.startpage42
dc.identifier.urihttps://hdl.handle.net/10468/10976
dc.identifier.volumeXIV
dc.language.isoenen
dc.publisherDepartment of German, University College Corken
dc.relation.urihttps://journals.ucc.ie/index.php/scenario/article/view/scenario-14-2-3
dc.rights© 2020, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.en
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/
dc.subjectRefugee childrenen
dc.subjectDrama pedagogyen
dc.subjectLiteracy through dramaen
dc.subjectSecond language learningen
dc.subjectCommuniction skillsen
dc.subjectPerformative language teachingen
dc.titleGetting them back to class: A project to engage refugee children in school using drama pedagogyen
dc.typeArticle (peer-reviewed)en
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Scenario: A Journal for Performative Teaching, Learning, Research. Vol. XIV Issue 02