H-SS L essons Alive with Dramatic Expressions and Visual Arts Integration: Effective Learning for English Language Learners with Dyslexia

• 발행기관: 아시아태평양교육문화융복합학회
• 저자명: EunMi Cho
• 간행물 정보: 『Asia Pacific Journal of Teaching and Learning』제5권 제1호, 13~25쪽, 전체 13쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2025.01.31

국문 초록

Purpose: The study investigated how integrating dramatic expressions and visual arts into History and Social Science (H-SS) lessons affects English Language Learners (ELLs) with dyslexia, focusing on student engagement, language acquisition, and their teachers’ perceptions. Method: The research used a mixed-methods approach over 18 months, combining three qualitative case studies with quantitative analysis of 44 traditional lessons compared to 44 lessons featuring drama and arts integration, involving classroom observations, teacher feedback, comparison notes, videos, and artifact analysis. Results: The integration of dramatic expressions and visual arts increased student engagement, improved language development (including vocabulary recall and oral fluency), and higher content retention rates. Teachers reported enhanced effectiveness of their H-SS instruction. Conclusion: The study demonstrated that incorporating dramatic expressions and visual arts into H-SS instruction significantly improved engagement, language development, and content comprehension for ELLs with dyslexia, supporting the effectiveness of these strategies for creating inclusive learning environments.

목차

I. Introduction

II. Theoretical Background

III. Method

IV. The Implications of Dramatic Expressions and Visual Art Integration on H-SS Instruction

V. Discussions and Suggestions

References

Appendix

키워드

History-Social Science Education Dramatic Expressions and Visual Arts Integration Dyslexia English Language Learners (ELLs)