Abstract
The rapid shift in the global landscape is resulting in an influx of non-native speakers into colleges and universities. Content area experts are faced with opportunities and challenges to meet the demands of the culturally and linguistically diverse students. Somatic practice provides a unique approach to assisting students’ language acquisition alongside the development of their social, emotional, and cognitive intelligence. In this study, the qualitative analysis of interviews with Chinese English Language Learner (ELLs) revealed the challenges and benefits ELLs experience in a dance technique classroom. Participants highlighted teaching strategies they found assistive to their development. Interviewees suggestions were further explored through in-practice sessions, and resulted in the creation of learner-centered classroom activities. This presentation introduces a movement approach to embedding language objectives into coursework, highlights teacher-facilitated interactions, and stresses conscientious modeling to nurture inclusive learning environments.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Education and Learning in a World of Difference
KEYWORDS
"Inclusive Education", " Language Diversity and Learning", " Teacher Education"
Digital Media
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