Mantle of the Expert Role Framing in EFL Teaching to Young Learners

Yıl 2022, Cilt: 8 Sayı: 17, 36 - 52, 30.04.2022

Georgia Kosma

Öz

The aim of this paper is to present a didactic intervention for teaching English as a foreign language (EFL) in Greek primary school. For the purpose of the study a teaching scenario was designed on the basis of action research and was implemented through the drama inquiry based teaching method of Mantle of the Expert (MoE). The scenario was topic contextualized so as to provide opportunities for meaningful target language use, reflecting the principles of the Integrated Foreign Languages Curriculum (IFLC) as well as the Common European Framework (CEFR) for languages A1-A2 communicative adequacy descriptors of the Council of Europe six-level language proficiency scale. A qualitative research approach through Content Analysis was implemented on the collected research data, from which very significant evidence was collected concerning the positive impact of MoE role framing on enhancing students’ emotional engagement in the learning process. Research data provide strong indications that MoE constitutes an effective approach to EFL teaching, as derived from the stimulation of students’ motivation and the development of their responsibility during the learning process, which, in turn, result in the increase of students’ self-esteem and self-confidence.

Anahtar Kelimeler

role framing, action research, Mantle of the Expert, foreign language teaching

Kaynakça

• Berelson, B. (1954). Content Analysis. In G. Lindzey (Ed.), Handbook of Social Psychology: Theory and Method, Vol. I (pp. 488-522). Cambridge, Mass: Addison-Wesley.
• Chryshochoos, J., Chryshochoos, N., & Thompson, I. (2002). The methodology of the teaching of English as a foreign language with reference to the cross curricular approach and task-based learning. Athens: The Pedagogical Institute.
• Cohen, L., Manion, L. & Morrison, K. (2013). Research methods in education. London: Routledge.
• Cooper, J. L. & Dever, M. T. (2001). Sociodramatic play as a vehicle for curriculum integration in first grade. Young Children, 56(3), 58-63.
• Council of Europe (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Retrieved November 2021 from: https://www.coe.int/en/web/common-european-framework-reference-languages/the-cefr-descriptors
• Deesri, A. (2002). Games in the ESL and EFL class. The Internet TESL Journal, 8 (9), 1-5.
• Dewey, J. (1956). The Child and the Curriculum and The School and Society, Chicago: University of Chicago Press.
• Edmiston, B. (2011). Teaching for transformation: drama and language arts education. In Lapp, D. & Fisher, D. (Eds.), The Handbook of Research on Teaching the English Language Arts (224-230). New York: Erlbaum.
• Elliott, J. (1991). Action Research for Educational Change. Milton Keynes and Philadelphia: Open University Press.
• Ely, M. (1991). Doing qualitative research: Circles within circles. London: The Falmer Press.
• Florea, P. J. (2011). Using improvisational exercises for increasing speaking and listening skills. Professional Teaching Articles–CEBU Conference Issue 2(52), 46.
• Fraser, D., Aitken, V. & White, B. (2013). Connecting Curriculum Linking Learning. Wellington: NZCER Press.
• Gardner, H. (1999). Intelligence reframed: multiple intelligences for the 21st century. New York: Basic Books.
• Geer, J. G. (1988). What do open-ended questions measure? Public Opinion Quarterly, 52(3), 365-367.
• Heathcote, D., & Bolton, G. (1994). Drama for Learning: Dorothy Heathcote’s Mantle of the Expert Approach to Education. Dimensions of Drama Series. Heinemann, 361 Hanover St., Portsmouth, NH 03801-3912.
• Heathcote, D., & Herbert, P. (1985). A Drama of learning: Mantle of the expert. Theory into Practice, 24(3), 173-180.
• Hopkins, D. (2014). A teacher's guide to classroom research. McGraw-Hill Education.
• Huang, I. Y., & Shan, J. (2008). Role play for ESL/EFL children in the English classroom. The Internet TESL Journal, 14(2).
• Kalantzis, M. & Cope, B. (2008). New Learning: Elements of a Science of Education. Cambridge: Cambridge University Press.
• Kemmis, S. & McTaggart, R. (Eds.). (1988). The action research planner. Deakin University.
• O’Neill, C. (1989). Dialogue and Drama: The Transformation of Events, Ideas and Teachers. Language Arts, 66(2), 147-159.
• O’Sullivan, C. (2011). Role-playing. In L. Cohen, L. Manion, & K. Morrison (Eds.), Research methods in education 7th Edition (pp. 510-527). London: Routledge.
• Papadopoulos, S. (2010). Theatre Pedagogy. [Παιδαγωγική του Θεάτρου]. Athens.
• 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, 9(1), 2-18.
• Papadopoulos, S. & 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. International Journal of Humanities and Education, 6(13), 17-34.
• Papadopoulou, V. (1999). Teaching observation: Theoretical framework and applications. [Παρατήρηση διδασκαλίας: Θεωρητικό πλαίσιο και εφαρμογές]. Thessaloniki: Kyriakidi.
• Pedagogical Institute (2011). Major Training Program for Teachers Basic training material, 50-55. Retrieved November 2021 from: http://pi-schools.gr/
• Sedgwick, P. & Greenwood, N. (2015). Understanding the Hawthorne effect. Bmj, 351, h4672.
• Somekh, B. (1983). Triangulation methods in action: A practical example. Cambridge Journal of Education, 13(2). 31‐37.
• Taylor, T. (2016). A Beginner's Guide to Mantle of the Expert: A transformative approach to education, Norwich: Singular Publishing.
• Towel-Evans, I. (2007). What's in Store in Harlow? A Practical Guide to the Mantle of the Expert Learning System devised by Dorothy Heathcote. Retrieved November 2021 from: www.mantleoftheexpert