Research Article
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CLIL (İçerik Dili Entegre Öğrenme) Coğrafyasının Öğretilmesinde Uzman Mandalının Didaktik Kullanımı: İlköğretimde Bir Eylem Araştırması

Year 2020, Volume: 6 Issue: 13, 17 - 34, 30.04.2020

Abstract

Research findings in the educational field show that learning within the setting of dramatic inquiry based teaching approaches, such as Mantle of the Expert (MoE), develops students' creativity as regards new knowledge construction. The European Commission promotes the integration of content and language learning through the CLIL (Content Language Integrated Learning) approach, because it provides students with meaningful opportunities for immediate use of new language skills as opposed to later use which results from traditional mainstream teaching practices.
The present study focuses on the implementation of a six teaching hours action research by means of the MoE dramatic teaching approach into the CLIL Geography teaching curriculum for the 6th grade of a Greek state primary school. The results of the qualitative data processing evince MoE as a dynamic supplement to the CLIL approach featured by profound educational benefits as its didactic use:
1) creates dialogic learning environments
2) changes the dynamic of how new knowledge is constructed and used
3) enflames children’s imagination
4) develops a sense of community belonging within the school classroom

References

  • Abbott, L. (2012). The Dramatic imagination. Mantle of the Expert, 1-8. Retrieved from: http://www.mantleoftheexpert.com/wp-content/uploads/2008/03/The-Dramatic-imagination-draft2.pdf
  • Burnaford, G. E., Fischer, J. & Hobson, D. (1996) (Eds.), Teachers doing research: Practical possibilities. Routledge.
  • Coyle, D. (2010). CLIL-A pedagogical approach from the European perspective. In N. Van Deusen & N. H. Sholl, Hornberger (Eds.), Second and Foreign Language Education: Encyclopedia of Language and Education Vol. 4 (pp. 97-111). Springer Science+ Business Media.
  • Denzin, N. & Lincoln, Y. (2005). The Sage Handbook of Qualitative Research. Thousand Oaks: Sage Publications.
  • Dewey, J. (1959). The Child and the Curriculum, Chicago: University of Chicago Press.
  • Dewey, D. (1964). Why reflective thinking must be an educational aim. In R.D. Archambault (Ed.), John Dewey on Education: Selected Writings (p.76). New York: Random House.
  • Edmiston, B. & Whittaker, M. (2014). Running to text: Engaging teachers in dialogic dramatic inquiry to ‘see’ equality in reading education. Eventful reading, 1-21. Retrieved from: https://eventfulreading.wordpress.com/2014/03/18/aera-proposal-as-submitted/
  • Edmiston, B. (2016). Expert positioning, frame, roles, 1-3. Retrieved from: https://www.mantleoftheexpert.com/wp-content/uploads/2018/01/BE-Expert-Positioning-Frame-Roles.pdf
  • Ely, M. (1991). Doing qualitative research: Circles within circles. London: The Falmer Press.
  • European Commission (2005). Commission of the European Communities. High Level Group on Multilingualism. Final Report, 8-11. Retrieved from: http://biblioteca.esec.pt/cdi/ebooks/docs/High_level_report.pdf
  • Fernandez, L. & Coil, A. (1986). Drama in the classroom. Practical Teaching, 6(3), 18-21.
  • Fraser, D., Aitken, V. & White, B. (2013). Connecting Curriculum Linking Learning. Wellington: NZCER Press.
  • Geer, J. G. (1988). What do open-ended questions measure? Public Opinion Quarterly, 52(3), 365-367.
  • Habermas, J. (1970). Knowledge and Human Interests. London: Heinemann.
  • Heathcote, D. & Herbert, P. (1985). A Drama of learning: Mantle of the Expert, Theory into Practice, 24(3), 173-180.
  • Heathcote D. & Bolton, G. (1995). Drama for Learning: Dorothy Heathcote’s Mantle of the Expert Approach to Education. Portsmouth, NH: Heinemann.
  • Hollingsworth, S. (1997). International Action Research. A Casebook for Educational Reform. London: Falmer Press.
  • Huxtable, C. (2009). Mantle of the Expert and the key competencies: An exciting and valuable partnership (Master’s Thesis). University of Otago, Dunedin.
  • Institute of Educational Policy (2015). Evaluation of compulsory education course books. Projects, 24. Retrieved from: http://iep.edu.gr/en/
  • Kemmis, S., & McTaggart, R. (1988). The action research planner. Deakin University.
  • Kemmis, S., & McTaggart, R. (2005). Participatory action research: Communicative action and the public sphere. Sage Publications Ltd.
  • Kosma, G. (2018). Mantle of the Expert as a means of developing creativity; the case of Efl (English as a foreign language) teaching in Greek primary school, 8th Athens International Conference. Theatre/Drama and Performing Arts in Education. Utopia or necessity? Athens, November 23-25.
  • Maley, A., & Duff, A. (1982). Drama Techniques in Language Learning. Cambridge: Cambridge University Press.
  • Marsh, D., Marsland, B., & Maljers, A. (1998). Future Scenarios in Content and Language Integrated Learning. Jyväskylä: University of Jyväskylä & The Hague: European Platform for Dutch Education.
  • Nicholson, H. (2005). Applied Drama: the Gift of Theatre. Basingstoke: Palgrave Macmillan.
  • Papadopoulos, S. (2010). Theatre Pedagogy. [Παιδαγωγική του Θεάτρου]. Athens: Papadopoulos. [Αθήνα, Παπαδόπουλος].
  • Papadopoulos, S. & Kosma, G. (2018). Action Research in the EFL (English as a Foreign Language) learning context: an educational study by means of the dramatic teaching approach Mantle of the Expert. Drama Research: international journal of drama in education, (9)1, 2-18.
  • Pedagogical Institute (2011). Major Training Program for Teachers Basic training material, 50-55. Retrieved from: http://www.epimorfosi.edu.gr/
  • Piaget, J. (1962). Play, dreams and imitation in childhood. C. Gattegno & F. M. Hodgson (Trans.). New York: Norton.
  • Robson, C. (2011). Real world research 3. Chichester: Wiley.
  • Sedgwick, P. & Greenwood, N. (2015). Understanding the Hawthorne effect. Bmj, 351, h4672.
  • Swanson, C. J. (2016). Positioned as Expert Scientists: Learning science through Mantle-of-the-Expert at years 7/8 (Doctoral dissertation). University of Waikato, Hamilton.
  • Taylor, T. (2016). A Beginner's Guide to Mantle of the Expert: A transformative approach to education. Norwich: Singular Publishing.
  • Vygotsky, L. (1967). Play and its role in the mental development, Soviet Psychology, (5)3, pp. 6-18.
  • Vygotsky, L. (1978). Mind in Society: The development of higher mental process. Cambridge: Harvard UP.
  • Zafeiriades, N. & Kosma, G. (2017). The case for Geography through CLIL: Exploring the linguistic and intercultural potential in Thrace. Research Papers in Language Teaching and Learning. Hellenic Open University (8)2, 24-34.

The Didactic Use of Mantle of the Expert in Teaching CLIL (Content Language Integrated Learning) Geography: an Action Research in Primary Education

Year 2020, Volume: 6 Issue: 13, 17 - 34, 30.04.2020

Abstract

Research findings in the educational field show that learning within the setting of dramatic inquiry based teaching approaches, such as Mantle of the Expert (MoE), develops students' creativity as regards new knowledge construction. The European Commission promotes the integration of content and language learning through the CLIL (Content Language Integrated Learning) approach, because it provides students with meaningful opportunities for immediate use of new language skills as opposed to later use which results from traditional mainstream teaching practices.
The present study focuses on the implementation of a six teaching hours action research by means of the MoE dramatic teaching approach into the CLIL Geography teaching curriculum for the 6th grade of a Greek state primary school. The results of the qualitative data processing evince MoE as a dynamic supplement to the CLIL approach featured by profound educational benefits as its didactic use:
1) creates dialogic learning environments
2) changes the dynamic of how new knowledge is constructed and used
3) enflames children’s imagination
4) develops a sense of community belonging within the school classroom

References

  • Abbott, L. (2012). The Dramatic imagination. Mantle of the Expert, 1-8. Retrieved from: http://www.mantleoftheexpert.com/wp-content/uploads/2008/03/The-Dramatic-imagination-draft2.pdf
  • Burnaford, G. E., Fischer, J. & Hobson, D. (1996) (Eds.), Teachers doing research: Practical possibilities. Routledge.
  • Coyle, D. (2010). CLIL-A pedagogical approach from the European perspective. In N. Van Deusen & N. H. Sholl, Hornberger (Eds.), Second and Foreign Language Education: Encyclopedia of Language and Education Vol. 4 (pp. 97-111). Springer Science+ Business Media.
  • Denzin, N. & Lincoln, Y. (2005). The Sage Handbook of Qualitative Research. Thousand Oaks: Sage Publications.
  • Dewey, J. (1959). The Child and the Curriculum, Chicago: University of Chicago Press.
  • Dewey, D. (1964). Why reflective thinking must be an educational aim. In R.D. Archambault (Ed.), John Dewey on Education: Selected Writings (p.76). New York: Random House.
  • Edmiston, B. & Whittaker, M. (2014). Running to text: Engaging teachers in dialogic dramatic inquiry to ‘see’ equality in reading education. Eventful reading, 1-21. Retrieved from: https://eventfulreading.wordpress.com/2014/03/18/aera-proposal-as-submitted/
  • Edmiston, B. (2016). Expert positioning, frame, roles, 1-3. Retrieved from: https://www.mantleoftheexpert.com/wp-content/uploads/2018/01/BE-Expert-Positioning-Frame-Roles.pdf
  • Ely, M. (1991). Doing qualitative research: Circles within circles. London: The Falmer Press.
  • European Commission (2005). Commission of the European Communities. High Level Group on Multilingualism. Final Report, 8-11. Retrieved from: http://biblioteca.esec.pt/cdi/ebooks/docs/High_level_report.pdf
  • Fernandez, L. & Coil, A. (1986). Drama in the classroom. Practical Teaching, 6(3), 18-21.
  • Fraser, D., Aitken, V. & White, B. (2013). Connecting Curriculum Linking Learning. Wellington: NZCER Press.
  • Geer, J. G. (1988). What do open-ended questions measure? Public Opinion Quarterly, 52(3), 365-367.
  • Habermas, J. (1970). Knowledge and Human Interests. London: Heinemann.
  • Heathcote, D. & Herbert, P. (1985). A Drama of learning: Mantle of the Expert, Theory into Practice, 24(3), 173-180.
  • Heathcote D. & Bolton, G. (1995). Drama for Learning: Dorothy Heathcote’s Mantle of the Expert Approach to Education. Portsmouth, NH: Heinemann.
  • Hollingsworth, S. (1997). International Action Research. A Casebook for Educational Reform. London: Falmer Press.
  • Huxtable, C. (2009). Mantle of the Expert and the key competencies: An exciting and valuable partnership (Master’s Thesis). University of Otago, Dunedin.
  • Institute of Educational Policy (2015). Evaluation of compulsory education course books. Projects, 24. Retrieved from: http://iep.edu.gr/en/
  • Kemmis, S., & McTaggart, R. (1988). The action research planner. Deakin University.
  • Kemmis, S., & McTaggart, R. (2005). Participatory action research: Communicative action and the public sphere. Sage Publications Ltd.
  • Kosma, G. (2018). Mantle of the Expert as a means of developing creativity; the case of Efl (English as a foreign language) teaching in Greek primary school, 8th Athens International Conference. Theatre/Drama and Performing Arts in Education. Utopia or necessity? Athens, November 23-25.
  • Maley, A., & Duff, A. (1982). Drama Techniques in Language Learning. Cambridge: Cambridge University Press.
  • Marsh, D., Marsland, B., & Maljers, A. (1998). Future Scenarios in Content and Language Integrated Learning. Jyväskylä: University of Jyväskylä & The Hague: European Platform for Dutch Education.
  • Nicholson, H. (2005). Applied Drama: the Gift of Theatre. Basingstoke: Palgrave Macmillan.
  • Papadopoulos, S. (2010). Theatre Pedagogy. [Παιδαγωγική του Θεάτρου]. Athens: Papadopoulos. [Αθήνα, Παπαδόπουλος].
  • Papadopoulos, S. & Kosma, G. (2018). Action Research in the EFL (English as a Foreign Language) learning context: an educational study by means of the dramatic teaching approach Mantle of the Expert. Drama Research: international journal of drama in education, (9)1, 2-18.
  • Pedagogical Institute (2011). Major Training Program for Teachers Basic training material, 50-55. Retrieved from: http://www.epimorfosi.edu.gr/
  • Piaget, J. (1962). Play, dreams and imitation in childhood. C. Gattegno & F. M. Hodgson (Trans.). New York: Norton.
  • Robson, C. (2011). Real world research 3. Chichester: Wiley.
  • Sedgwick, P. & Greenwood, N. (2015). Understanding the Hawthorne effect. Bmj, 351, h4672.
  • Swanson, C. J. (2016). Positioned as Expert Scientists: Learning science through Mantle-of-the-Expert at years 7/8 (Doctoral dissertation). University of Waikato, Hamilton.
  • Taylor, T. (2016). A Beginner's Guide to Mantle of the Expert: A transformative approach to education. Norwich: Singular Publishing.
  • Vygotsky, L. (1967). Play and its role in the mental development, Soviet Psychology, (5)3, pp. 6-18.
  • Vygotsky, L. (1978). Mind in Society: The development of higher mental process. Cambridge: Harvard UP.
  • Zafeiriades, N. & Kosma, G. (2017). The case for Geography through CLIL: Exploring the linguistic and intercultural potential in Thrace. Research Papers in Language Teaching and Learning. Hellenic Open University (8)2, 24-34.
There are 36 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Georgia Kosma

Publication Date April 30, 2020
Submission Date March 25, 2020
Published in Issue Year 2020 Volume: 6 Issue: 13

Cite

APA Kosma, G. (2020). The Didactic Use of Mantle of the Expert in Teaching CLIL (Content Language Integrated Learning) Geography: an Action Research in Primary Education. Uluslararası Beşeri Bilimler Ve Eğitim Dergisi, 6(13), 17-34.

International Journal of Humanities and Education (IJHE) 

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