Drama as a multisensory approach to include SEN learners in an
EFL classroom

C 2015

Drama as a multisensory approach to include SEN learners in an EFL classroom

DOHNALOVÁ, Šárka

Základní údaje

Originální název

Drama as a multisensory approach to include SEN learners in an EFL classroom

Autoři

DOHNALOVÁ, Šárka

Vydání

elektronické. Nitra: Constantine the Philosopher Unive, Teaching Foreign Languages to Learners with Special Educational Needs. od s. 101-110, 10 s. Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs: e-textbook for foreign language teachers. Nitra, 2015

Nakladatel

Nitra: Constantine the Philosopher University

Další údaje

Jazyk

angličtina

Typ výsledku

Kapitola resp. kapitoly v odborné knize

Obor

60200 6.2 Languages and Literature

Stát vydavatele

Slovensko

Utajení

není předmětem státního či obchodního tajemství

Forma vydání

elektronická verze "online"

Odkazy

URL

Označené pro přenos do RIV

Organizační jednotka

Pedagogická fakulta

ISBN

978-80-558-0941-0

DOI

https://doi.org/10.17846/SEN.2015.101-110

Klíčová slova česky

DV, strukturování tématu, multisensoriální přístup, integrovat, silná stránka, žáci se specifickými potřebami, holistický, smysluplný kontext

Klíčová slova anglicky

drama, structuring drama work, multisensory approach, integrate, strength, SEN learners, holistic, meaningful context

Změněno: 9. 2. 2016 15:12, Mgr. Bc. Šárka Dohnalová

Anotace

V originále

The objective of this chapter is to introduce drama and structuring drama work as a multisensory approach that integrates more than only linguistic intelligence (Gardner, 1999), which is not the strenth of SEN learners, namely dyslexic learners. Structured drama is a special type of method or holistic planning of teaching the EFL subject content in a meaningful context. As this is a complex method the aim of this chapter is to briefly introduce the theoretical background of drama in EFL as well as to introduce one structured drama lesson to demonstrate some of the possibilities of structuring EFL content in a way that is suitable for SEN children incorporating psychomotoric, affective, and cognitive aims; various learning strategies as well as various intelligences.

Citovat

DOHNALOVÁ, Šárka. Drama as a multisensory approach to include SEN learners in an EFL classroom. Online. In Povrivčáková Silvia. Teaching Foreign Languages to Learners with Special Educational Needs. elektronické. Nitra: Constantine the Philosopher Unive: Nitra: Constantine the Philosopher University, 2015, s. 101-110. Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs: e-textbook for foreign language teachers. Nitra. ISBN 978-80-558-0941-0. Dostupné z: https://doi.org/10.17846/SEN.2015.101-110.

@inbook{1334830,
   author = {Dohnalová, Šárka},
   address = {Nitra: Constantine the Philosopher Unive},
   booktitle = {Teaching Foreign Languages to Learners with Special Educational Needs.},
   doi = {https://doi.org/10.17846/SEN.2015.101-110},
   edition = {elektronické},
   editor = {Povrivčáková Silvia},
   keywords = {drama, structuring drama work, multisensory approach, integrate, strength, SEN learners, holistic, meaningful context},
   howpublished = {elektronická verze "online"},
   language = {eng},
   location = {Nitra: Constantine the Philosopher Unive},
   isbn = {978-80-558-0941-0},
   pages = {101-110},
   publisher = {Nitra: Constantine the Philosopher University},
   title = {Drama as a multisensory approach to include SEN learners in an EFL classroom},
   url = {http://www.klis.pf.ukf.sk/sk/na-stiahnutie/297-teaching-foreign-languages-to-learners-with-special-educational-needs},
   year = {2015}
}

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VL  - Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs: e-textbook for foreign language teachers. Nitra
PB  - Nitra: Constantine the Philosopher University
CY  - Nitra: Constantine the Philosopher Unive
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KW  - drama, structuring drama work, multisensory approach, integrate, strength, SEN learners, holistic, meaningful context
UR  - http://www.klis.pf.ukf.sk/sk/na-stiahnutie/297-teaching-foreign-languages-to-learners-with-special-educational-needs
N2  - The objective of this chapter is to introduce drama and structuring drama work as a multisensory approach that integrates more than only linguistic intelligence (Gardner, 1999), which is not the strenth of SEN learners, namely dyslexic learners. Structured drama is a special type of method or holistic planning of teaching the EFL subject content in a meaningful context. As this is a complex method the aim of this chapter is to briefly introduce the theoretical background of drama in EFL as well as to introduce one structured drama lesson to demonstrate some of the possibilities of structuring EFL content in a way that is suitable for SEN children incorporating psychomotoric, affective, and cognitive aims; various learning strategies as well as various intelligences.
ER  -

DOHNALOVÁ, Šárka. Drama as a multisensory approach to include SEN learners in an EFL classroom. Online. In Povrivčáková Silvia. \textit{Teaching Foreign Languages to Learners with Special Educational Needs.}. elektronické. Nitra: Constantine the Philosopher Unive: Nitra: Constantine the Philosopher University, 2015, s.~101-110. Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs: e-textbook for foreign language teachers. Nitra. ISBN~978-80-558-0941-0. Dostupné z: https://doi.org/10.17846/SEN.2015.101-110.

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