Dramatic Expression: A Strategy for the English Oral Production through the CLIL Approach

AUTHOR(S):

Andrea Medina Soto, Walter Vargas Urrego, Gonzalo Romero Martínez

TITLE

Dramatic Expression: A Strategy for the English Oral Production through the CLIL Approach

ABSTRACT

This paper reports an action research project which analyzed the influence of the dramatic expression strategy in the English oral production through CLIL approach at a school in a monolingual context in Colombia with students of seventh grade (12-14 year-old-students). Initially, the oral production level was identified through an oral production test. Later, the implementation was carried out during twenty sessions of two hours each one, where the dramatic expression was used through the CLIL approach; where the students had to keep the permanent interaction in the target language to achieve the objectives of each class. Moreover, the Low and High Order Thinking Skills were considered to establish the microcurriculum, according to the theoretical framework of CLIL. Finally, the influence of the dramatic expression strategy through the CLIL approach in the oral production of English was evaluated by means of the final test for this ability. In this process was evidenced that more of the half of the students were located in the initial level of the test and just one in the advanced level; meanwhile, in the final test, more of the half of the students were located in the medium level and three in the advanced level. These results generated changes in the school, due to the fact that new subjects were implemented in all grades such as history of art, oral skills and theater as an extracurricular activity; in addition, they began to teach social sciences in English in high school and they are leading a project to carry out all the planning taking into account the CLIL criteria.

KEYWORDS

CLIL Approach, Dramatic Expression Strategy, Oral Production, Target Language

REFERENCES

[1] Cárdenas, Melba Libia; Bilingual Colombia: Are Ready for It? What is Need It? 19th Annual EA Education Conference; 2006; Australia.

[2] Mejía, Anne-Marie, The National Bilingual Programme in Colombia: Imposition or Opportunity? Apples Journal of Apply Language Studies, Vol 5, No. 3, pp. 17.

[3] Jabba, Andrés Sánchez. Bilingüismo. Banco de la República, Centro de Estudios Económicos Regionales (CEER). Cartagena. 2013.

[4] Mineducación. Mineducación . Estudiantes de Colegios Oficiales Mueven Positivamente el Examen Saber 11°. 24 de Octubre de 2016. http://www.mineducacion.gov.co/1759/w3-article-358400.html

[7] Delgado García, Johanna Alexandra & Márquez Andrade, Eduardo Enrique. La Expresión Dramática como Estrategia para el Desarrollo de la Competencia Comunicativa en Inglés. Universidad Libre de Colombia. 2013

[8] Prieto Grande, María, De la Expresión Dramática a la Expresión Oral. XVII Congreso Internacional de la Asociación del Español como Lengua Extranjera (ASELE). Vol 2, pp. 930

[9] Nicolás Román, Susana. El Teatro como Recurso Didáctico en la Metodología CLIL: Un Enfoque Competencial. pp. 112-128.

[11] García, Lina Constanza & Gómez, María del Pilar. Efectos del Uso del CLIL Aplicado a Ciencias Naturales en el Desempeño en Inglés de los Estudiantes de Grado Segundo. Manizales. 2013

[12] Marsh. ¿Qué es CLIL?

[13] Owen Wilson, Leslie. Anderson and Krathwohl - Understanding the New Version of Bloom's Taxonomy. ED 721. 2001

[14] Coyle, Do, Hood, Philips & Marsh, David. Curricular Variation in CLIL. Cambridge University Press. CLIL: Content and Language Integrated Learning. England. Cambridge University Press. 2010.pp 14-26.

[15] Porras Loyola, Daniela. Análisis de CLIL (Content Language Integrated Learning) como Metodología para Enseñar Inglés como Segunda Lengua. Universidad Internacional de la Rioja “UNIR”. Madrid.

[16] Attard M., Walter, Theodorou, & Chrysanthou.CLIL4YU. Guía CLIL. 2016.

[17] Cañas T. Didáctica de la Expresión Dramática. Primera Edición. Barcelona. Octaedro. 2008.

[18] Jaurlaritza, Eusko. Comunicación Linguistica Inglés: Expresión Oral. ISEI-IVEI. 2012

[19] Coyle, Do; Hood, Philip & Marsh, David. The CLIL Tool Kit: Transforming Theory into Practice CLIL: Content and Language Integrated Learning. England. Cambridge University Press.2010. pp. 48-73

[20]Harrop, Ena. Content and Language Integrated Learning (CLIL): Limitations and possibilities. Content and Language Integrated Learning (CLIL): Limitations and possibilities. 2012. pp. 57-70

[21] Bruton, Anthony. Is CLIL so Beneficial, or just Selective? Re-Evaluating some of the Research. Science Direct.2011. pp. 524-532.

Cite this paper

Andrea Medina Soto, Walter Vargas Urrego, Gonzalo Romero Martínez. (2018) Dramatic Expression: A Strategy for the English Oral Production through the CLIL Approach. International Journal of Education and Learning Systems, 3, 32-42