The arts provide an opportunity for English learners to express content-knowledge and social-emotional awareness in ways that other “traditional” methods of teaching often exclude (Vetere, 2018). The presenter will (1) briefly explain how research in drama and education, as well as theories of second language acquisition, informed the development of the curriculum design procedures; (2) provide a series of hands-on exercises that walks the participants through the design process; and (3) share examples of successful DBI lessons that have used these procedures in diverse K-12 settings while discussing potential pedagogical challenges. Participants will leave with a clear understanding of how to create their own drama-based lessons to provide equitable access to content-area instruction for learners of English in their classrooms.
Intended Audience: all educators of ELs
Instructor: Timothy Vetere, Ph.D. | Assistant Clinical Professor of Bilingual Education | University of Florida
About Dr. Timothy Vetere:
Dr. Timothy Vetere is a Clinical Assistant Professor of ESOL (English Speakers of Other Languages) and Bilingual Education. His teaching and research areas revolve around ESOL/World Languages teacher preparation (pre-service and in-service professional development). His research has sought to understand teaching practices as anchored within complex and diverse contexts. He has endeavored to investigate the dynamic relationships that exist within L2 instruction and teacher preparation. To date, much of his research has focused on the role of creativity, play, and imagination in PK-12 language learning contexts. Currently, his interest lies in the need to critically examine the dialogic voices of multilingual/multicultural classrooms, including the lived experiences, expectations, and practices of both language learners and their teachers through the strategic use of new emerging technology.
Wednesday, March 31, 2021 | 2:00 – 3:30 p.m.