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Copy of Creative writing and drama for the improvement of written and oral skills in a CLL environment
Transcript of Copy of Creative writing and drama for the improvement of written and oral skills in a CLL environment
Creative writing and drama for the improvement of written and oral skills in students of 5th grade of Tomás Carrasquilla I.E.D. in a Cooperative Language Learning environment Context
and field work
Results and conclusions Context Public school (Distrital government).
Students from Suba, Engativá and Barrios Unidos localities, social strata 1, 2 and 3.
P.E.I. focused on technology, communication and quality of life (nevertheless, insufficient technological equipment and English classes only with practice teachers in Primary School). Tomás Carrasquilla I.E.D. 36 children: 24 girls and 12 boys.
Between 8 and 12 years old, most part of them —22 people— were 10.
Leisure time: housework and homework (school), but mostly playing (sports, video games, toys and Internet), watching TV and movies,and listening to music. Few activities related to academical issues. 502 – Afternoon shift Difficulties with autonomy and responsibility.
Writing and reading: liked, but few exercised at home
Few activities in English
Only one girl goes to Saturday English classes
Homeroom teacher’ classes: centred in grammar and vocabulary acquisition (communicative, traditional and audio-lingual approaches)
Preference by physical and artistic activities. Linguistic interference
Lack of vocabulary
Ignorance about many aspects of language
Confusion of words
Use of Spanish words
Mistakes in agreement of number Pretest Theory
Framework Rodari, G. (2007): Exploration of creativity and learning about different subjects through writing. Use of creative writing to express what it is forbidden or inadequate.
Eisterhold, J. C. (1990): Literacy skills in first language of learners are transferred to second language.
Dabdoub, L. (2010), Lowenfeld, V., & Lambert Brittain, W. (1980): Everybody can be a creative mind. Creativity can improve learning processes in different assignments. Creative writing Recasens, M. (1998): Drama is a way to foster oral expression in the classroom because it motivates children to participate.
Carkin, G. (2007), Hui, A., & Lau, S. (2006), Stinson, M., & Freebody, K. (2006), Vernon, S. (2008): Drama helps students to acquire an L2 because it motivates them to use the grammar and the correct words, while repetition in the practices and in the final presentation helps to improve pronunciation. Drama and ESL teaching Nunan, D. (1992), Richards, J. C., & Rodgers, T. S. (2001):
CLL approach is based on social nature of language and social learning (Vygotsky).
Cooperation of learners in learning process of the group (not individual competition)
Improvement of social skills
Naturalistic second language learning
Development of communication strategies.
Motivating and reducing of stress
No imposition of curriculum, syllabus, materials or activities (it depends only on groups’ goals and interests). Cooperative Language Learning - CLL Ede, L., & Lunsford, A. (1992), LeFevre, K. B. (1990),
Murray, D. E. (1992), Oddvik, M. (2011, Spring):
Writing is a social act by nature. Even when writer is lonely, he/she uses collective ideas.
Better texts are developed in teams (interaction of ideas). Collaborative writing helps to improve social and writing skills. Cooperative writing Problem, methodology and field work Problem Objectives Creative writing and drama are useful activities to improve oral and writing skills in ESL, because they demand the learning and exercising of formal and non-formal aspects of language —such as grammar, vocabulary, phonetics and pragmatics— in a more contextualised and practical way. At the same time, students can learn from each other when these activities are applied in a Cooperative Language Learning environment, while accomplishing successfully with tasks as complex as write a play and perform it. Hypothesis Creative writing as an internal motivation. Use of imagination and liberation of ideas without fear.
Learning languages related to expression and comprehension. Use of learning strategies to help students in improvement of vocabulary, grammar in use, and pragmatics.
Students begin to practice their oral performance in little friends group, incorporating slowly other classmates to avoid fear.
Facebook group page to provide learning websites to practice, play, and exercise in English by their own.
Cooperative Language Learning to foster team-working, social skills, writing and speaking. Individual and group evaluation. Proposal
conclusions Gradual acquisition of vocabulary and grammar in context.
Identification of grammar structures according to frequency of use
Recognition of figurative language
Improvement of consciousness of English phonetics (different to orthographic pronunciation of Spanish)
Learning of some sounds of English
Identification of some symbols of IPA for English Results Students of 5th grade of Tomás Carrasquilla I.E.D. improved their written and oral skills in ESL through creative writing and drama in a Cooperative Language Learning environment. Additionally, it was seen also an improvement in some of their written skills in Spanish, for example, in spelling and coherence Conclusions Conclusions Thank you! Writing
Writing with the help of a dictionary
They like to create characters and stories
Comfortable when presenting their creations in front of their classmates (especially in little groups) Creative writing Pretest Students' plays Improvement of pronunciation Dramatization Students' plays Improvement of pronunciation Dramatization Action Research Methodological design Instruments Pretest - Posttest Videos of oral performance (plays) Workshops and other writing evidence Variables of analysis Writing Oral Limitations
Factors Vocabulary Spelling Grammar Pragmatics Limitations
Factors Pronunciation Extralinguistic factors Students' plays Improvement of pronunciation Dramatization