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

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, p. 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. Available from: https://dx.doi.org/10.17846/SEN.2015.101-110.

Basic information

Original name

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

Authors

DOHNALOVÁ, Šárka

Edition

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

Publisher

Nitra: Constantine the Philosopher University

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Other information

Language

English

Type of outcome

Kapitola resp. kapitoly v odborné knize

Field of Study

60200 6.2 Languages and Literature

Country of publisher

Slovakia

Confidentiality degree

není předmětem státního či obchodního tajemství

Publication form

electronic version available online

References:

URL

Organization unit

Faculty of Education

ISBN

978-80-558-0941-0

DOI

http://dx.doi.org/10.17846/SEN.2015.101-110

Keywords (in Czech)

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

Keywords in English

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

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Abstract

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.