Pre-K Families Learning Together: Examining a Family Drama Event to Extend Dual-Language Learning

• In Event: Marriott Roundtable Session 28
  In Roundtable Session: The Arts and Early Childhood Education

Abstract

We share how families of participating pre-k students perceive the use of drama in their child’s classroom for supporting dual language learning after participating in a family drama event. A sociocultural theoretical framework was used to unpack the case of this event to engage families in learning more about their child’s participation in the EYEPlay program, a program that integrates drama strategies to support DL literacy development. We analyzed videos and photographs, surveys, and reflection discussions to better understand how the event engaged families in co-constructing new knowledge through DL teaching and drama instruction. We found families identified that they felt that the drama strategies supported their child in expanding their vocabulary and literacy skills in English and Spanish.

Authors

• Kathleen Marie Farrand, Arizona State University

• Megan Troxel Deeg, Mary Lou Fulton Teachers College Arizona State University