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ERIC Number: EJ1462132
Record Type: Journal
Publication Date: 2025-Mar
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0015-718X
EISSN: EISSN-1944-9720
Available Date: 2024-09-23
Process Drama and Foreign Language Learning: A Case Study of Preservice Teachers Learning French
Foreign Language Annals, v58 n1 p227-246 2025
This study examines the usefulness of a Process Drama approach for supporting the development of linguistic and communication skills of preservice teachers learning French as a world language in an Early Childhood Education licensure program. Process Drama is an interactive approach to teaching language in which the teacher and students carry out a series of improvisations in the classroom, in which students perform in different types of situations while working on different subjects of the curriculum (Bowell & Heap, 2017; Glass et al., 2013) Through a pretest--posttest design and a qualitative analysis of a questionnaire, findings indicated that preservice teachers improved their pronunciation, intonation, fluency, and nonverbal language in the target language. In addition, they had positive perceptions regarding the experience and the gains they made. Finally, preservice teachers believed that this approach could be implemented with Early Childhood Education students.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www-wiley-com.bibliotheek.ehb.be/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain
Grant or Contract Numbers: N/A
Author Affiliations: 1Department of Didactics of Language and Literature, Universidade de Vigo, Ourense, Spain; 2RITME (Reflexión, Innovación, Transferencia e Mellora Educativa) Research Group, Universidade de Vigo, Ourense, Spain