Publication Date
3-1-2008
Abstract
Educators are generally aware of the importance of using authentic texts reflecting real-world situations in the language classroom. Tarone & Swain (1995) argue that contextualized materials that reflect nonacademic settings are highly beneficial in the language classroom and increase student proficiency. This article examines the effects of using an unedited Nicaraguan play on student self-esteem and motivation by comparing second-semester Spanish classes that performed the play to those that did not. Three very different student environments are examined: a large, primarily White state university; a men’s correctional facility; and a private, historically African- American college. All students involved in the study completed surveys, and, as originally suspected, student motivation increased for the classes that staged the play. In addition, these students reaped long-term benefits, as reflected in their overall higher academic achievement.
Recommended Citation
Miller, Dennis R. Jr.
(2008)
"Drama in the Classroom and Improved Academic Performance,"
Dimensions: Vol. 43, Article 1.
Available at:
https://digitalcommons.kennesaw.edu/dimensions/vol43/iss1/1