Teaching Immigrant Students Icelandic Through Drama: A Self-Study of Student Teacher Supervision

• In Event: Self-Study of Language and Literacy Teacher Education Practices Across Culturally and Linguistically Diverse Contexts

Abstract

Purpose
The purpose of the research was to learn how drama-teaching methods can be further developed to help immigrant students learn a new language. The aim was to better understand the work of a teacher educator who supervises student teachers when learning drama in their teacher education program.
Context and theoretical framework
The shift in the demographics and growth of migration is leading to increased diversity in Icelandic schools. The growing number of students with international backgrounds brings different resources to educational settings. This calls for changes and a just and equitable multicultural education that helps students find personal happiness and fulfillment, develop curiosity, enjoy learning and practice critical thinking. Drama educators intend to apply techniques of drama in education, by pushing the student teachers to look beyond the traditional notions about learning to teach process, in a way that it releases the students and motivates them (Hamilton, 2006). There is at the same time tension and pleasure and that calls for a deep understanding on how drama in education works.
Methodology
This is a self- study conducted by the drama teacher educator, looking through the lens of a reflective practitioner. The research calls for openness and collaboration as the teacher is sharing his work and ideas with a colleague and students. It is important for the self-study teacher to have a critical friend, a peer, who is supportive, trustworthy and honest, but on the same time critical when analyzing the teacher’s work (Costa & Kallick, 1993).
Data sources
The participants in this study are a teacher educator, a teacher, a student teacher, elementary immigrant students and a critical friend. Data were collected through interviews and field observations. In addition, discussion meetings with the critical friend were audiotaped and the critical friend and the researcher kept a research journal.
Results
Through our self-study we learned that drama methods can work well for immigrant students as they learn a new language. Students reported enjoying the activities and perceived them as useful for their own learning, but it was hard to get the student teacher to report her own experiences. We believed doing so was important and would help her develop stronger drama-teaching methods. Though it is often hard to write down reflections in the everyday life of the practicum, through reflections with a critical friend, the teacher educator was able to begin to see new ways to support the student teacher, such as asking her to draw her classroom, or writing for the student teacher. When reflective practitioners look at their actions and choices in intentional and rigorous ways it offers powerful tools for authentic teaching and professional development. The self-study supported us to understand our practice and embed our learning in our teacher education practices.

Authors

• Ása Helga Ragnarsdóttir, University of Iceland

• Hafdis Gudjonsdottir, University of Iceland